78 10 3494 https://omeka.ibu.edu.ba/files/original/15415e429f2b417396e43354a6b2a162.pdf 5a0791e5ae4abb68823b538e2a262856 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Determining the Districts That can be a Province in Turkey Using Analytic Hierarchy Process Ġbrahim GÜNGÖR Prof. Dr., Akdeniz University igungor@akdeniz.edu.tr Hakan BAKAN Research Asistant, Mugla University hkn_bkn@mu.edu.tr Muharrem AKSU Lecturer, Akdeniz University muharremaksu@akdeniz.edu.tr Serap KĠREMĠTCĠ Research Asistant Ġstanbul University serapy@istanbul.edu.tr Ali GÖKSU Assist. Prof. Dr., International Burch University Faculty of Economics Department of Business Administration goksu@ibu.edu.ba Abstract: It is very important problem objectively determining districts which will become province. It will be appropriate to use AHP to search an efficient solution to this problem. In this study. In this study, AHP is used to determine priority ranking of districts which is eligible to become a province in Turkey. According to the result of this AHP application, Alanya is the most eligible candidate district with 33% importance degree. The following districts based on the ranking are; Bandırma, Fethiye, Elbistan, Ereğli, Bergama, ÖdemiĢ and ErciĢ. Introduction There are many districts that desire to become a province in Turkey. Districts' desire for becoming a province have been continuing for a long time. This demand is also used for election argument by politicians and political parties before the elections. Some of these districts achieved their wants, and finally became a province. With the rapid development of Turkey, some districts growed much more than some cities. As a result of this growth, these districts have the potential of being a province. However, there are some criterias which districs must have in order to become a province. Factors, such as socio-economic development, population, geographical structures of districts, need to be taken into consideration. The aim of the study is to compare 10 candidate district which desire to become a province according to the criterias that researchers has determined, and to choose the best candidate based on this comparison by using The Analytic Hierarchy Process. According to 126. article of The Constitution of the Republic of Turkey 1982, in terms of central administrative structure, Turkey is divided into provinces on the basis of geographical situation and economic conditions, and public service requirements; provinces are further divided into lower levels of administrative districts. In accordance with the provisions of constitute article, in Province Administration Law 5442 criterias are determined to established provinces while stating that Turkey divided into provinces, provinces divided into districts, and districts divided into sub-districts. But there are not defined criterias about the issue of administrative status change of a place in Turkey. And also status change of provinces, particularly change to provinces, is not mostly 517 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo based on the detailed social, economical and demographical researchs . It was based generally on some properties of the places that were made provinces during the years 1989-1999, such as the economical development or undevelopment, geographical positon, the historical background, the migration, the population density, and the security of the place. But like all these and other factors also are valid for the districts38. As there are not clear and obvious laws concerning with establishing new provinces in Turkey, the reasoning of establishing new provinces mostly based on the mentioned Constitution Article, and related articles of Province Administration Law. Since mentioned articles state only three criteria which are on the initiative of the government, it is the role of the government to fill the content of those unclear concepts. Although the desire of the people, geographical position, transportation and security factors generally play very crucial role on establishing provinces in Turkey, some places which come to the position of being a province according to economical situation, and population have forced governments which have voting concerns. Those governments change administrative position of the places mainly based on their political objectives. It is asserted that the use of the demand of becoming a province in recent years as a political pressure and gain on politicians have much more influence on the increasing number of the provinces than the public service requirements in Turkey 39. It is very important problem objectively determining districts which will become province. The evaluation of this subject without making it as a domestic political argument, will be easier and more convincing for both political parties and governments. It will be possible to show more fairly, scientifically and objectively behavior with the use of AHP at the solution of this problem. In the second part of this study, a brief information was given about AHP. In the third part, how the application was implemented, how the data was prepared, how the criterias were determined, and the results of the study were explained and reported. Analytic Hierarchy Process When decision makers face with a multicriteria problem, they decompose it in hieararchic levels acccording to importance of criterias. The decision making process involves developing priorities for alternatives based on the decision maker's judgements and selecting the best alternative that satisfies the objective. One of the techniques used for this process is Analytic Hierarcy Process (AHP) which allows pairwise comparisons. AHP is widely used as one of the major methods in solving a wide range of problems that involve complex criteria accross different levels where the interaction of criteria is common (Hsu ve Pan, 2009, p. 2311). AHP, developed by Saaty, is a decision aiding method provides a way to rank the alternatives of a problem by deriving priorities (Saaty, Peniwati ve Shang, 2007, s. 1041). It is a very useful tool for multicriteria decision making where the objective is to select the best alternative taken into consideration. AHP performs pairwise comparisons to measure relative importance of the elements in each level of the hierarchy and evalutes alternatives in the lowest level of the hierarcy in order to make the best decision among multiple candidates ( Sipahi and Esen, 2010, p. 300) In AHP, the hierarchic structure must be built by determining important criterias and subcriterias belonging to each criteria according to the decision maker's objective. First of all, the objective is determined and then the criterias for this objective will be pointed out. After this, alternatives for each criteria will be determined. In this way the hierarchic structure for decision making has been constructed. (Scholl et all., 2005, p.763) AHP is a mathematical method which considers group's or individual's characteristics, and evaluates quantitative and qualitative variables together in the decision making process (Dağdeviren et all., 2004, p.132). At the same time, it provides more efficient decision making oppurtunities ( Ecer and Dündar, 2008 , p. 198). This method has been widely used in solving real life complex decision making problems in recent literature, especially in effectiveness analysis and performance measurement problems (Peters and Zelewski, 2008, p.1040). 38 Gökçen KILINÇ, Yeni Ġl Kurulması ve Siyaset, http://www.istanbulburda.com/haber_author.php?id=1967; Gökçen KILINÇ ve Nuran ZEREN GÜLERSOY, ―Türkiye‘deki Ġlçelerin KentleĢme Derecelerine Göre Ġl Olma Potansiyellerinin Değerlendirilmesi‖, ĠTÜ Dergisi, Cilt 6, Sayı 1, Mart 2007, s.72. 39 Selçuk YALÇINDAĞ, ―Yönetsel Etkililik, Demokrasi ve Ġl Sayısının Artırılması‖, Amme Ġdaresi Dergisi, Cilt 30, Sayı 1, 1997, s.12; Yasin SEZER, ―Merkezi Yönetimin Ġl ve Bölge Ölçeğinde Örgütlenmesi‖, Ġktisadi ve Ġdari Bilimler Fakültesi Dergisi, C.I, S.I, Afyon, 1999, s.205.; Yasin SEZER, ―Kamu Yönetimi Temel Kanunu Tasarısı Çerçevesinde Ġl Genel Yönetimi Hakkında Bir Ġnceleme‖, (Ed.), Nagehan Arslan, Türkiye‘de Kamu Yönetimi Sorunları Üzerine Ġncelemeler, Seçkin Yayınları, Ankara, 2005, s.22. 518 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo The AHP approach was developed in the early 1970s in response to military contingency planning, scarce resources allocation, and the need for political participation in disarmament agreements (Yang and Shi, 2002, p. 30). AHP is not only a decision making method that decomposes a complex multi-criteria decision problem into a hierarchy but also a measurement theory that prioritizes the hierarchy and consistency of the judgmental data provided by a group of decision makers agreements (Hsu ve Chen, 2008, p. 46) The use of AHP in order to solve a decision making problem involves the following steps (Al-Harbi, 2001, p. 20): 1. Define the decision making problem and determine its goal. 2. Structure the hierarchy from the top (the objectives from a decision-maker's point of view) through the intermediate levels (criteria on which subsequent levels depend) to the lowest level which usually contains the list of alternatives. 3. Construct a set of pair-wise comparison matrices ( n x n square matrix) for each of the lower levels with one matrix for each element in the level immediately above by using the relative scale measurement shown in Table 1 The pair-wise comparisons are done in terms of of which element dominates the other. 4. The number of judgements equals to n(n-1)/2. Judgements required to develop the set of matrices which should be both transitive and reciprocal in step 3. 5. Hierarchical synthesis is now used to weight the eigenvectors by the weights of the criteria and the sum is taken over all weighted eigenvector entries corresponding to those in the next lower level of the hierarchy. 6. Having made all the pair-wise comparisons, the consistency is determined by using the eigenvalue, max , to calculate the consistency index, CI as follows: CI = (max - n)/(n- 1), where n is the matrix size. Judgement consistency can be checked by taking the consistency ratio (CR) of CI with the appropriate value in Table 2. The (CR) is acceptable if it is less than 0.10. Otherwise the the judgement matrix is inconsistent. To obtain a consistent, judgements should be reviewed and improved. 7. Steps 3-6 are performed for all levels in the hierarchy. Intensity of Importance 1 3 5 7 9 2,4,6,8 Definition Explanation Equal Importance Two activities contribute equally to the objective Moderate Experience and judgment slightly favor one activity over another Ġmportance Strong importance Experience and judgment strongly favor one activity over another Very strong or An activity is favored very strongly over another; its dominance demonstrated demonstrated in practice importance Extreme The evidence favoring one activity over another is of the highest importance possible order of affirmation Intermediate values when compromise is needed Table 1: The Fundamental Scale of Absolute Numbers ( Saaty, 2008, p. 125) 519 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo n Average random index 1 0 2 0 3 0.52 4 0.89 5 1.11 6 1.25 7 1.35 8 1.40 9 1.45 10 1.49 Table 2: Random Consistency Index ( Saaty, Vargas and Dellmann, 2003, p. 174) The Study People have troubles while making decisions about any issue in the time of they living. Contradictory results may also appear on the decisions about same issue made by people. The most important reason of for this is the intention of selecting best decisions over the alternatives. Same situation is also valid for the decisions taken by the government. Since the government must make the best decision for its public. Because of demand of individuals that live in the country about changing their districst in which they live to provinces, one of the most important decisions is which districts will become province. At this time, this decision is very important as it burden additional expenses to the budget. In this study, AHP is used to determine priority ranking of districts which is eligible to become a province in Turkey. Candidate districts are determined by preselection with this application. Above mentioned criterias are taken into consideration for preselection: - Population of the center must be greater than 50 000, - Population of district must be greater than 100 000, - Distance from the province must be greater than 100 km. Values of above mentioned criteria for each of the candidate districts determined by preselection, are obtained from municipality‘s and governer‘s official websites and shown in Table 3. CRITERIAS DISTANCE (KM)* CENTER POPULATION** DISTRICT‘S POPULATION** SURFACE AREA(KM2) NUMBER OF VILLAGES NUMBER OF CONNECTED DISTRICTS CON.TOTAL POPULATION.** TEMPORARY POPULATION**** REAL WAGE*** ALANYA FETHĠYE ERCĠġ EREĞLĠ ELBĠSTAN ÖDEMĠġ BANDIRMA BERGAMA 138 100 102 124 103 153 158 113 134056 113851 58570 72003 74858 95056 85642 73310 241451 132077 100802 183184 158795 135008 135386 129260 1827 690 1688 3055 2115 2260 2546 1082 3 0 0 3 3 0 0 2 5 4 7 3 3 3 7 6 152649 208340 332353 95653 238131 63563 238450 312937 1377146 74548 21186 252726 3440 9500 5934 2935 84714 123754 21024 83628 91169 85191 558996 706831 Table 3: Quantitative values of criterias for each of the districts *http://www.kgm.gov.tr/Sayfalar/KGM/SiteTr/Uzakliklar/ililcelerArasiMesafe.aspx ** http://tuikapp.tuik.gov.tr/adnksdagitapp/adnks.zul *** http://ekutup.dpt.gov.tr/bolgesel/gosterge/2004/ilce.pdf **** http://www.turizm.gov.tr 520 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo DISTRICTS DISTANCE NORMALIZED VALUE OF DISTANCE ALANYA 138,0000 0,1393 BANDIRMA 100,0000 0,1009 BERGAMA 102,0000 0,1029 ELBĠSTAN 158,0000 0,1594* ERCĠġ 103,0000 0,1039 EREĞLĠ 153,0000 0,1544 FETHĠYE 124,0000 0,1251 ÖDEMĠġ 113,0000 0,1140 TOTAL 991,0000 1,0000 Table 4: Distance Criteria According to distance criteria most appropriate district to become a city is Elbistan with approximately %16. Bandırma district is in the last rank with % 10. DISTRICTS ALANYA CENTER‘S CENTER‘S POPULATION NORMALIZED VALUE POPULATION 134056,000 0,1895* BANDIRMA 113851,000 0,1610 BERGAMA 58570,000 0,0828 ELBĠSTAN 85642,000 0,1211 ERCĠġ 74858,000 0,1058 EREĞLĠ 95056,000 0,1344 FETHĠYE 72003,000 0,1018 ÖDEMĠġ 73310,000 0,1036 TOTAL 707346,000 1,0000 Table 5: Center‘s Population Criteria Alanya district is in the first rank with %19 accoding to the center‘s population criteria and Bergama is the last with %8. 521 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo DISTRICTS ALANYA DISTRICT‘S NORMALIZED VALUE OF DISTRICT‘S POPULATION POPULATION 241451,000 0,1986* BANDIRMA 132077,000 0,1086 BERGAMA 100802,000 0,0829 ELBĠSTAN 135386,000 0,1113 ERCĠġ 158795,000 0,1306 EREĞLĠ 135008,000 0,1110 FETHĠYE 183184,000 0,1506 ÖDEMĠġ 129260,000 0,1063 TOTAL 1215963,000 1,0000 Table 6: District‘s Population Criteria For district‘s population criteria the most important district is Alanya and the least is Bergama. DISTRICTS SURFACE AREA NORMALIZED VALUE OF SURFACE AREA ALANYA 1827,000 0,1197 BANDIRMA 690,000 0,0452 BERGAMA 1688,000 0,1106 ELBĠSTAN 2546,000 0,1668 ERCĠġ 2115,000 0,1386 EREĞLĠ 2260,000 0,1481 FETHĠYE 3055,000 0,2002* ÖDEMĠġ 1082,000 0,0709 TOTAL 15263,000 1,0000 Table 7: Surface Area Criteria According to surface area criteria most appropriate district to become a city is Fethiye with approximately %20. Bandırma district is in the last rank with % 4. DISTRICTS NUMBER OF NORMALIZED VALUE OF VILLAGE NUMBERS VILLAGES ALANYA 3,000 0,2727* BANDIRMA 0,000 0,0000 BERGAMA 0,000 0,0000 ELBĠSTAN 0,000 0,0000 ERCĠġ 3,000 0,2727* EREĞLĠ 0,000 0,0000 FETHĠYE 3,000 0,2727* ÖDEMĠġ 2,000 0,1818 TOTAL 11,000 Table 8: Number of Villages Criteria 522 1,0000 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Alanya , Fethiye and ErciĢ districts together are in the first rank with %27 accoding to the number of villages criteria. DISTRICTS ALANYA NUMBER OF NORMALĠZED VALUE OF NUMBER OF DISTRICTS TO DISTRICTS TO BE BE CONNECTED CONNECTED 5,000 0,1316 BANDIRMA 4,000 0,1053 BERGAMA 7,000 0,1842* ELBĠSTAN 7,000 0,1842* ERCĠġ 3,000 0,0789 EREĞLĠ 3,000 0,0789 FETHĠYE 3,000 0,0789 ÖDEMĠġ 6,000 0,1579 TOTAL 38,000 1,0000 Table 9: Number of Districts to be Connected Criteria According to this criteria, Bergama and Elbistan have the highest importance percentage with approximately %18. DISTRICTS CONNECTED TOTAL POPULATION NORMALIZED VALUE OF CONNECTED TOTAL POLULATION ALANYA 152649,000 0,0930 BANDIRMA 208340,000 0,1269 BERGAMA 332353,000 0,2024* ELBĠSTAN 238450,000 0,1452 ERCĠġ 238131,000 0,1450 EREĞLĠ 63563,000 0,0387 FETHĠYE 95653,000 0,0583 ÖDEMĠġ 312937,000 0,1906 TOTAL 1642076,000 1,0000 Table 10: Connected Total Population Criteria According to connected total population criteria, Bergama has the highest importance percentage with approximately %20 and the last is Ereğli. 523 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo DISTRICTS ALANYA TEMPORARY NORMALIZED VALUE OF TEMPORARY POPULATION POPULATION 1377146,000 0,7926* BANDIRMA 64548,000 0,0372 BERGAMA 21186,000 0,0122 ELBĠSTAN 5934,000 0,0034 ERCĠġ 3440,000 0,0020 EREĞLĠ 9500,000 0,0055 252726,000 0,1455 2935,000 0,0017 1737415,000 1,0000 FETHĠYE ÖDEMĠġ TOTAL Table 11: Temporary Population Criteria According to the temporary population criteria, the most eligible candidate is Alanya with % 79 and the last is ÖdemiĢ. DISTRICTS REAL WAGE NORMALIZED VALUE OF REAL WAGE ALANYA 558,9960 0,3185 BANDIRMA 706,8310 0,4027* BERGAMA 84,7140 0,0483 ELBĠSTAN 91,1690 0,0519 ERCĠġ 21,0240 0,0120 EREĞLĠ 83,6280 0,0476 FETHĠYE 123,7540 0,0705 ÖDEMĠġ 85,1910 0,0485 1755,3070 1,0000 TOTAL Table 12:Real Wage Criteria According to real wage criteria, Bandırma has the highest importance percentage with approximately %40, Alanya is in the second rank with %32 and the last is ErciĢ. 524 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo GENERAL DISTANCE CENTER‘S DISTRICT‘S SURFACE POPULATION POPULATION AREA NUMBER OF VILLAGES NUMBER OF DISTRICT‘S TO BE CON TOTAL POPULATION TO BE CON. TEMPORARY POPULATION REAL WAGE DISTANCE 1,0000 0,3333 0,5000 1,0000 0,5000 0,5000 0,3333 0,2500 0,1429 CENTER‘S POPULATION 3,0000 1,0000 2,0000 4,0000 3,0000 3,0000 2,0000 0,3333 0,2000 DISTRICT‘S POPULATION 2,0000 0,5000 1,0000 3,0000 2,0000 2,0000 1,0000 0,3333 0,2000 SURFACE AREA 1,0000 0,2500 0,3333 1,0000 0,3333 0,3333 0,2500 0,2500 0,1429 NUMBER OF VILLAGES 2,0000 0,3333 0,5000 3,0000 1,0000 1,0000 0,3333 0,3333 0,1667 NUMBER OF DISTRICT‘S TO BE CONN. 2,0000 0,3333 0,5000 3,0000 1,0000 1,0000 0,3333 0,2500 0,2000 TOTAL POPULATION TO BE CON. 3,0000 0,5000 1,0000 4,0000 3,0000 3,0000 1,0000 0,5000 0,2500 TEMPORARY POPULATION 4,0000 3,0000 3,0000 4,0000 3,0000 4,0000 2,0000 1,0000 0,2500 REAL WAGE 7,0000 5,0000 5,0000 7,0000 6,0000 5,0000 4,0000 4,0000 1,0000 19,8333 19,8333 Total 25,0000 11,2500 13,8333 30,0000 11,2500 7,2500 2,5524 Table 13: Pair-wise Comparison Matrix of Criterias These values are obtained from expert view of a vice governer. Consistency Ratio (CR) is acceptable if CR is less than 0,10 . Otherwise the judgements of the decision maker are inconsistent. T1 Distance Center‘s Population District‘s Population Surface Area Number of Villages Number of Districts to be connected Connected Total Population Temporary Population Real Wage Weights 0,0344 0,1213 0,0791 0,0295 0,0542 0,0543 0,1032 0,1715 0,3525 Table 14: Weights of criterias After calculating weights for criterias, it is come to stage of solving decision problem, in other words last stage of the AHP. At this stage, a matrix consists of calculated relative priority values (table 14) was created and then by multiplying with Matrix of Weighted Criteria (Table 16), Decision Matrix (Table 17)was created. 525 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Distance Center‘s Population District‘s Population 0,1895 0,161 0,0828 0,1211 0,1058 0,1344 0,1018 0,1036 0,1986 0,1086 0,0829 0,1113 0,1306 0,111 0,1506 0,1063 0,1393 0,1009 0,1029 0,1594 0,1039 0,1544 0,1251 0,114 Table 15:Final Table Number Number of of villages Districs to be conn. 0,1197 0,2727 0,1316 0,0452 0 0,1053 0,1106 0 0,1842 0,1668 0 0,1842 0,1386 0,2727 0,0789 0,1481 0 0,0789 0,2002 0,2727 0,0789 0,0709 0,1818 0,1579 Surface area Total Population to be conn. Temporary Population 0,093 0,1269 0,2024 0,1452 0,145 0,0387 0,0583 0,1906 0,7926 0,0372 0,0122 0,0034 0,002 0,0055 0,1455 0,0017 Real Wages 0,3185 0,4027 0,0483 0,0519 0,012 0,0476 0,0705 0,0485 Weight Points 0,0344 0,1213 0,0791 0,0295 0,0542 0,0543 0,1032 0,1715 0,3525 . Sij Eligibility ranking for becoming a province 1 2 3 4 5 6 7 8 x T Districts Coefficients Alanya Bandırma Fethiye ÖdemiĢ Elbistan Bergama ErciĢ Ereğli % 33 % 18 % 11 %8 %8 %7 %7 % 6 Table 16: Order of Preference Results AHP is a mathematical method, which evaluates quantitative and qualitative variables together in the solution of decision problems and enables efficient decision making . This method has been widely used in solving real life complex decision making problems in recent literature, especially in effectiveness analysis and performance measurement problems. It is an important problem to determine the districts which are eligible to become province. To handle this issue without makig it a domestic politics material will be more easy and persuasive for both of the political parties and goverments. More fair, scientific and objective attitude can be possible by using AHP in the solution of this problem. Therefore in this study, AHP is used to determine priority ranking of districts which are eligible to become a province in Turkey. According to the result of this AHP application, Alanya is the most eligible district with %33 importance degree and Bandırma is in the second place with a 15 point difference. Fethiye has the third rank and ÖdemiĢ has the forth rank. Suggestions It is shown with this study that AHP method can be applicable to determine the priority ranking of districts to become province. 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Extent The size or duration of the resource. 268 Title A name given to the resource Determining the Districts That can be a Province in Turkey Using Analytic Hierarchy Process Author Author GÜNGÖR, İbrahim BAKAN, Hakan AKSU, Muharrem KİREMİTCİ, Serap GÖKSU, Ali Abstract A summary of the resource. It is very important problem objectively determining districts which will become province. It will be appropriate to use AHP to search an efficient solution to this problem. In this study. In this study, AHP is used to determine priority ranking of districts which is eligible to become a province in Turkey. According to the result of this AHP application, Alanya is the most eligible candidate district with 33% importance degree. The following districts based on the ranking are; Bandırma, Fethiye, Elbistan, Ereğli, Bergama, ÖdemiĢ and ErciĢ. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed HB Economic Theory https://omeka.ibu.edu.ba/files/original/ee6848af6c8d9581964badb19a60b1db.pdf 30cc8c4e6a3e6055a9c48bf219b62746 PDF Text Text Determining The Morphological and Yield Characteristics of Melon (Cucumis melo L.) Landrace From Canakkale-Turkey Seyit Ahmet BECAN Canakkale Onsekiz Mart University, Rectorate, Health, Sport and Culture Department ahmetbecan@hotmail.com Mürsel GÜVEN Canakkale Onsekiz Mart University, Agriculture Faculty, Soil Department mursel@comu.edu.tr Abstract : This research has been carried out in order to determine some morphological and yield characteristics of melon landrace (Hirsiz kaciran) grown in Canakkale. Research was laid out in randomized block design with four replications and 20 plants in each replication. Cucumis melo L. cv. Kırkagac-637 was also used as control cultivar. In addition to fruit and yield charactreristics seed germination tests were also performed. According to data; fruit weight, fruit diameter, total soluble solids of Hırsız Kaciran landrace was found as 1186,15 g, 126,5 mm and 8,4% respectively. Keywords : Melon, landrace, yield Introduction Melon takes part in Cucurbitaceae family is evaluated as cold fruit rather than main foodstuff. Little fruits of melons take an important place in pickle industry. Anotolia, Iran, Afganistan, Middle Asia and Soutwest Asia is admitted as origin centers of melon. Wild types of melons are seen in this region. Melon was taken to the European countries taking from Van region by the Roman missioners (Vural et.al. 2000). Melons are classified up to their fruit shapes, skin colours, flesh colur, fleshe firmness, their aromas and cavity of seeds. Production of melon is approximately 20 millions tonnes in the world and China achieves 6.6 millions tonnes and Turkey takes part in the second line with the 1.8 millions tonnes production in 103.000 hectares area. Melon is produce relatively with local populations and open polinated cultivars while hybrids use in greenhouse and irrigated lands. In Turkey, melon cultivars consists of raund Kırkağaç (60%), elipse Kırkağaç (%30-35) and YuvaHasanbey (%5-10). Production of seeds are recieved 37.150 kg in local open polinated and 2.302 kg in hybrids in Turkey in 2007. On the other hand importation of seeds was made 5400 kg in open polinated types and 3288 kg in hybrid types in 2007 (Ünlü et. al., 2007). While mature fruits of melon is consumed freshly, there are also some other source of consuming. They are consuming as ice-cream, consuming as drink mixing with milk, using as essence, consuming in salads as immature, consuming in soups and as brines vegetables, using in diets because of consisting protein and vegetable oils (Anonymous, 2010). Kaynaş et. al.(2003) carried a study out in order to determine the adaptation characteristics of melon and watermelon cultivars in Canakkale conditions. Types of watermelon used in experiment is 117 F1 and Crimson sweet and 2 melons are Topaz and Altınbaş. They reported that Topaz and 117 F1 cultivars can be suggested to region producers. Abak (1991), made studies on devoloping melon agriculture in GAP under the circumstance of Şanlıurfa Harran plain. It is painted out the suitable types for locals establishing types, fertility and adaptation in melon. Sarı et.al.(1994), made studies on effects on production grafted watermelon and melon in Çukurova university. She emphasis on fusarium is seen much more in ungrafted rather than grafted plots and can be seen dramatic increase in growth of fruits with using grafted seedlings . Küçük et.al.(2002) collected samples from Kırkağaç, Hasanbey and Çinikız cultivars produced in three population in Agean region for melon selection improvement. Firstly Hasanbey population was held and the population which shows different two characters was divided into two groups and two types was asserted as 533 �Hasanbey-1,Hasanbey-2 .Candidates of melons were determined as Kırkağaç-589 and Kırkağaç-637 up to constitutions of fruits in the lines get from Kırkağaç population. Also Çinikız-808 a new type come out from Çinikız population. Hasanbey-1, Kırkağaç-589 and Kırkağaç-637 was register as new types in 1991. Village populations named as local types or landraces, these wild relatives, old types are not used anymore. Genetics of vegetable sources include genetics knowledge types of one plant in DNA pod and they have the quality of being source for genetic variety. These valuable source is face to be in danger with the pressures of local and the others. Protection of these is a must by the way of taking guarantee to protection of vegetables of future, future of human beings. 10000 years ago, variety of genetics which was seen in the local types carries importance of being protected these types and being used in improvement since it reflects harmony to different local condition at the same time. Types of vegetables must have genetics in order to adapt changing ambient condition. Genetics of vegetable source are loading because of overusing of the source, genetics introductions, pollution, climate cahanges, loss, decrease, cutting to pieces of the land, development pressure and genetics erosion. Protection of genetics of vegetable source is vegetable source in their countries protects or saves genetics of vegetable source in their countries applying internetional protection strategies. Types of plants are taken under protection either in their nature or out of it in genebanks. Today and the next natural experiments has to be ready for improvements. Using wealth of biology of a country in its own progress and moving it into action needs to be determıned by its wealth. Not paying attention to this and not doing anything for short investments means the same with the destruction of economic potential which can be left the next generations. Local populations becoming with the effects of natural selection have to be protected in order to provide maintaining agriculture. They have great importent in ecological agriculture. They are quite rich as they contain genetics and cultural specialities. They have many characteristics by the way of quality, resistance to pest and diseases and fertility. Material and Method The seeds of Hırsız Kacıran melon population which is produced in small areas by the local producters and consumed by families and being in local bazars in Çanakkale has been used as plant material and Kırkağaç637 melon cultivar is as a control. Hırsız Kaçıran population was collected by the producers in Kepez county of Çanakkale. Method Both seeds were planted directly with randomized block design with 4 replication and 20 plants im each replication. Seeds were sown at 21st of May and each parcel is lay out in 530 m2. In each replication of 5 plants were left for seed harvest and experiments were on 15 plants . Before the planting, field have fertilized with manure (4tonne/da) and also 15 kg/daN (NH4NO3), 20kg/da P2O5 (TSP) and 15 kg/da K2O (K2SO4) applied. At time of flowering and 8 kg/da N added to each parcel. Drip irrigated plants hoed two times before plants have 6-7 leaves. For plant protection; all plants spreyed with fungucide against fungal diseases. Totaly four harvests done for both cultivars in experiment. Criteria below was determined during and at the end of experiment. - The time passing from sowing to harvest (day): - The time passing from flowering to harvest (day) - The time between sowing and flowering (day - Fruit weight (g): weighing by randomly selected 5 plants in each harvest for each replication with digital balance (0,01 sensibility). - Fruit length (mm): measuring the fruit length by randomly selected 5 plants in each harvest for each replication with strip and digital compass. - Fruit diameter (mm): measuring the fruit diameter by randomly selected 5 plants in each harvest for each replication with strip and digital compass. - Total Soluble Solids (%): measuring the TSS by randomly selected 5 plants in each harvest for each replication with hand refractometer. 534 �- Flesh thickness (cm): measuring the fruit flesh thickness by randomly selected 5 plants in each harvest for each replication with digital compass. Seed weight (g): weighing the total fresh seed weights of randomly selected 5 plants in each harvest for each replication with digital balance (0,01 sensibility). Skin colur: by observation Skin (outher layer of pericarp) thickness (mm): measuring the fruit pericap thickness by randomly selected 5 plants in each harvest for each replication with strip and digital compass. Yield per plant (g/plant): weighing and added the perivious weight of randomly selected 5 plants in each harvest for each replication with digital balance (0,01 sensibility). Yield per decare (kg/da) Data were subjected to ANOVA test for statistical analysis and “Minitab 13” statistical software was used for statistical analysis. Differences among the averages were tested at P=0.05 significance levels. For germination test; Germination of seeds were carried out in petri dishes (9 cm diameter) containing two Whatman (No:1) filter paper imbibed with 8 ml of distilled water. Three replicates of 50 seeds were germinated in each seed lot. Seeds were allowed to germinate at 25 oC in the dark for 14 days. 2 mm radicle protrusion was accepted for as germination. Cold test was carried out on each cultivars with three replications of 50 seeds were sown 4 cm deep in compost in sandwich boxes and wetted with 50 ml water. Sandwich boxes with lid on were kept at 10 oC for 7 days in the dark. They were then transferred to 25 oC and normal seedlings that appeared at the surface were counted after 10 days. High temperature germination test in each cultivar was conducted on three replicates of 50 seeds at 35 o C by the same way. Findings And Discussion Data for yield and some quality parameters can be seen in Table 1.All parameters on yield and yield parameters are found to be significant al 0.05 level. According to analysis; average fruit weight is found as 1186 g in Hırsız Kaçıran and 2336 g in Kırkağaç-637. Yield per plant is occured as 2901,34g and in 6126,60g Hırsız Kaçıran and Kırkağaç-637. Similarly yield on decare are found higher in Kırkağaç (1997kg/da) than in Hırsız Kaçıran (916,5kg/da). As relatively to fruit weight, fruit length and fruit dimeter are also found to be higher in Kırkağaç-637 (216,9 mm and 184,8mm) than Hırsız Kaçıran ( 134,6mm and 126,5 mm). For consumer demand generally larger melon and watermelon cultivars are less in atrraction. Markets for especially local and domestic bazars public concern is from the moderate sizes. From this point of view local genotype Hırsız Kaçıran landrace has an advantage although it’s yield occurs less than the control plant. Total soluble solids ocur as 8,4% and 12,5% in Hırsız Kaçıran and Kırkağaç-637. Hırsız Kaçıran has low total soluble solids that means less sweet than Kırkağaç-637. Normally melon cultivars has total soluble solids between 8-15%. From this point of view it has an alternative choice for the consumers who does not like more sweets even fort he diabetics. Neverthless, flavour of Hırsız Kaçıran is very significant as compare with Kırkağaç-637. Skin thickness is measured as 2,33 mm and 7,28 mm in Hırsız Kaçıran and Kırkağaç-637 respectively. Very low skin thickness is an advantage for the consumers but vice versa a disadvantage for postharvest and transportation. Further studies must be lay out for solving this problem. Flesh thickness is obtained as 2,42and 4,29 cm for Hırsız Kaçıran and Kırkağaç-637. Cultivar Fruit weight (g) Fruit length (mm) Fruit diameter (mm) TSS (%) Seed weight (g) Skin thickness (mm) Flesh thickness (cm) Yield per plant (kg/da) Hırsız Kacıran 1186 B 134,6 B 126,5 B 8,4 B 41,98 B 2,33 B 2,42 B 2901,34 B Kırkağaç637 2336 A 216,9 A 184,8 A 12,5 A 54,51 A 7,28 A 4,29 A 6126,60 A LSD 215 5,466 2,465 0,3182 3,866 0,3182 0,5032 150,5 Table 1. Statistical analysis results for yield and quality parameters 535 �Days harvest from sowing is counted as 81,25 and 73 for Hırsız Kaçıran and Kırkağaç respectively. Although Kırkağaç reaches maturity approximately 9 days earlier than Hırsız Kaçıran, 81 day can be consider as a medium vegetation for vegetables. Besides this melon is planting as a second crop after wheat in the region. Hırsız Kaçıran can be evaluated from this point also. Cultivar Days to harvest from sowing (day) Days to harvest from floweing (day) Days to flowering from sowing (day) Hırsız Kacıran Kırkağaç637 LSD 81,25 A 39,50 A 41,75 73,00 B 31,00 B 42,00 3,528 2,054 Ö.D. Table2. Statistical analysis results for days to flowering and harvest Skin colour, flesh colour and seed colours of observed fruits from each replacation has been lay out in Table3. Skin colour of Hırsız Kaçıran is mainly white. Skin has slices on the outher layer with green-yellow strips on the slices. Flesh colour at maturity is mainly white but around the seeds colour becomes yellow-orange. Seed colour occurs as light yellow. Kırk Ağaç- Hırsız 637 Kaçıran Cultivars Skin colour at maturity Flesh colour at maturity Seed colour Main colur is white Slices have Green-Yellow colour Main colour is white, seed cavity around is; yellow –orange Light yellow Main colour is yellow, have randomly black spots on it Light green- white, seed cavity around is; orange Yellow Table 3. Skin colour, flesh colour and seed colour of Hırsız Kaçıran and Kırkağaç-637 Seed width, seed length, hypocotyl radicula ratio adn 1000 seed weight of tested plants can be seen in Table 4. Cultivar Seed width (mm) Seed length (mm) 1000 seed weight (g) Hypocotyl/Radicula ratio (H/R) Hırsız Kaçıran Kırkağaç-637 10,405 11,825 4,55 4,82 37,3 41,63 5,18 6,72 Table 4. Seed width, length hypocotyl/radicula and 1000 seed weight of tested plants From the harvested fruits means of a thousand seed weight is calculated as 37,3 g while the seed width and length is 10,404 and 4,55 mm respectively. At germinated seedlings hypocotyl radicula ratio is calculated as 5,118. Selected fruits before seed harvest, harvested and seeds seperated by hand. Seperated seeds washed under tap water and then dired at incubator until the seed humidity levels reaches to 10%. Standart germination, cold and heat tests performed on the harvested seeds. Results can be seen in Figure 1 and 2. According to results; standart germination means are 92,5% and 96,5% for Hırsız Kaçıran and Kırkağaç-637. Cold test results are 48,5% and 57% while heat test are 63,5% and 71,5% for Hırsız Kaçıran and Kırkağaç-637 respectively. Hırsız Kaçıran has also moderate tolerance to low and high soil temperatures and it can be grown in a long period during the months (May-October). 536 �Hırsız kaçıran is a local landrace for Canakkale and its province. So it has a well adaptation especially for the region ecological situations. Wheras open pollinated and hybrid cultivars claimed to be more resistant to pest and diseases and also more productive. Landraces are found in areas where crop species first arose through domestification, Turkey also lies within the board region of domestification of several crops. Therefore, there are highly variable domesticated crops as well as landraces with unique characteristics in Turkey. Introducing the new crops, nitrogen fertlizers and increase in commercial trades in agriculture reduce the ratios of landrace productions. Sustainable development requires human beings to raise and improve their quality of life in harmony with and by conserving the balance of ecosystems, they are part of and which supply the fundamental support to sustain their lives. The development of new and innovative policies fort he sustainable use of biodiversity necessitates, foremost, a fundamental revision of national land-use policies and an earnest change in national policies concerning agriculture, animal husbandry, employment and health. In this regard endangered species, endemic species, their ecosystems and natural habitats must be protected. The relationship between species conservation and sustainable development is important for biodiversity. The market prices of endangered species, especially those which are of economic value, are high because of scarcity (Tüzün and Sezer, 2002; Tan,1996). Most of landraces maintain a high level of genetic heterogenity. This will be a key role for the further studies. Figure 1. Mean values of germination, cold and heat tests of Hırsız Kaçıran Figure 2. Mean values of germination, cold and heat tests of Kırkağaç-637 537 �References Abak, K., 1991. Köy Hizmetleri Araştırma Enstitüsü. Şanlıurfa. Anonymous, 2005. www.die.gov.tr/istatistikler Anonymous, 2010. www.fao.org Coşkun, R., Ünlü, M., Eren, A., Köksal, Y., Ünlü, A.2008. Bazı Kavun Saf Hatlarının Morfolojik Karakterizasyonu ile Fusarium oxsyporum F. Sp. Melonis’e <reaksiyonlarının Tespiti ve Hibrit Çeşit Islahı Amacıyla Kullanımına Yönelik Çalışmalar. VII. Sebze Tarımı Sempozyumu 26-28 Ağustos 2008 Yalova Kaynaş, K.,Kuzucu C., Kaya S., Tatlıç, N. 2003. Bazı kavun ve karpuz çeşitlerinin kalite ve verim özelliklerinin belirlenmesi. V.Sebze Sempozyumu Bildirileri. 21-24 Eylül 2004 Çanakkale. Küçük, A., Abak, K. ve Sarı, N., 2002. Cucurbit genetic resources collections in Turkey. First AD HOC Meeting on Cucurbit Genetic Resource. 19 January2002 Adana, Turkey. 46-51 Sarı, N., Pıtrat, M, H., Abak, K., Yücel, S. 1994. Türkiye’de yaygın olarak yetiştirilen karpuz ve kavun çeşitlerinin bazı fungal hastalıklara ve virüslere karşı reaksiyonları. Çukurova Üniv. Ziraat Fakültesi 25. Kuruluş Yılı Özel Sayısı, Yayın No:105, 37-50. Tüzün, G., and Sezer, S. 2002. National Report on Sustainable Development. World submit on Sustainable Development, Johannesburg. Ankara, The National Programme on Environment and Development. Tan, A. 1996. Turkey Country Report. Fao International Technical Conference on Plant Genetic Resources, 17-23 June, Leipzig. Germany. Vural, H., Eşiyok, D., 2000. Kültür Sebzeleri ( Sebze Yetiştirme) Ege Üniversitesi Ziraat Fakültesi Bornova, Đzmir. 538 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 597 Title A name given to the resource Determining The Morphological and Yield Characteristics of Melon (Cucumis melo L.) Landrace From Canakkale-Turkey Author Author BECAN, Seyit Ahmet GÜVEN, Mürsel Abstract A summary of the resource. This research has been carried out in order to determine some morphological and yield characteristics of melon landrace (Hirsiz kaciran) grown in Canakkale. Research was laid out in randomized block design with four replications and 20 plants in each replication. Cucumis melo L. cv. Kırkagac-637 was also used as control cultivar. In addition to fruit and yield charactreristics seed germination tests were also performed. According to data; fruit weight, fruit diameter, total soluble solids of Hırsız Kaciran landrace was found as 1186,15 g, 126,5 mm and 8,4% respectively. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/d6bc7ceb9a04ee304b63d6f8a6f789a2.pdf aafc5cd5f646dd9e5fa27d6f98f55bec PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Determining the Problem Solving Skills of Primary School Mathematics Teachers Research Assistant Gürsel GÜLER Research Assistant Alper ÇĐLTAŞ Research Assistant Tuğrul KAR Kazım Karabekir Education Faculty Atatürk University, Erzurum Turkey gguler@atauni.edu.tr Abstract: The aim of the present study is to determine the problem solving skills of freshmen students studying in the department of primary school mathematics education. The research sample of the study is composed of 182 freshmen students from the Department of Elementary Mathematics Teaching in Erzurum Ataturk University. The “Problem Solving Inventory” (PSI) prepared by Heppner and Petersen (1982) was used as a means of collecting data. Findings obtained as a result of the present research determined an intermediate problem solving capacity among freshmen education majors. Keywords: Prospective Teachers, Mathematics Education, Problem Solving. Introduction People encounter many problems during their lives and they have to solve these problems in order to persevere. A problem can be defined as an obstacle that makes it difficult to achieve a desired goal, objective or purpose (Bingham, 1998). It also refers to a conflict situation, condition, or issue that is yet unresolved (Morgan, 1999). According to Heppner and Krouskopf (1987), problem solving is a cognitive and effective behavioural process that harmonizes the individual’s complex internal and external desires and wishes. Problem solving is an important skill for teachers in training and constitutes a process itself. The skills and knowledge acquired in this process should be cooperatively developed. There are many different definitions for problem solving. For example, problem solving is a process which requires a series of efforts to eliminate the challenges encountered while pursuing a particular objective (Bingham, 1998); is finding the best way to overcome a challenge encountered (Morgan, 1999); is a process starting from the point when one feels a problem and ending until he finds a solution for it; is the process of exerting previously existing relationships against new situations or events, setting up new relationships and obtaining a particular result depending on the target adopted (Pesen, 2006). Problem solving requires time, effort, energy and practice (Karatas and Guven, 2003). Briefly, problem solving includes a series of efforts to eliminate the challenges encountered while pursuing a particular objective (Keskin and Yıldırım, 2008). This complex process requires cognitive, affective and psychomotor skills (Guclu, 2003; Soylu and Soylu, 2006). Problem solving itself can be considered as a way of developing effective learning and personal skills. According to Sirin and Güzel (2006), overcoming life’s problems is a process that requires knowledge and skills beyond a question of ability. However difficult and complex a problem may be, if an individual has adequate knowledge and skills he can chart the best solution. The most important point here is carefully selecting and planning the steps that take us to the problem’s solution. From this point of view, it can be said that teachers and prospective teachers should be able to solve their own problems and share their experiences with students. The present research examines the social problem solving skills of the freshmen students studying in the department of primary school mathematics. Method The descriptive survey, a quantitative research method, was determined as the pattern of the present research. The research sample of the study is composed of 182 freshmen students from the Department of Elementary Mathematics Teaching in Erzurum Ataturk University. The “Problem Solving Inventory” (PSI) prepared by Heppner and Petersen in 1982 and adopted to Turkish culture by Taylan (1990) and Sahin, Sahin 226 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo and Heppner (1993) were used in order to measure the students’ problem solving skills. The Turkish validity and reliability analysis of the inventory was conducted by Savasir and Sahin (1997). The Cronbach Alpha reliability coefficient of the inventory was found to be 0.88. In the reliability calculation of the inventory for this study group, the Cronbach Alpha was found to be 0.78. In the evaluation of the Problem Solving Inventory, while high scores indicate low problem solving skills, low scores indicate high problem solving skills (Heppner and Petersen, 1982). The possible score range in the problem solving inventory is between 32 and 192. The answers of the students in the problem solving inventory are scored between 1 and 6 from positive to negative. In the planning of the data received from the scale, the items 9, 22 and 29 were excluded from the scores as suggested by Savasir and Sahin (1997). In addition, 14 items (items 1, 2, 3, 4, 11, 13, 14, 15, 17, 21, 25, 26, 30 and 34) were reversely scored. As the total score that the students earn from the problem solving inventory approximates to the numerical value of 32, the problem solving capability increases as well; as this value approximates to the numerical value of 192, problem solving capability decreases. The rating of the problem solving skill in the present research is given in Table 1. Quite good Good Intermediate Low Fairly Low 32-63 64-95 96-127 128-159 160-192 Table 1. The Score Intervals Received from the Problem Solving Inventory Findings In this section, the scores that the freshmen students studying in the department of primary school mathematics education received from the Problem Solving Inventory are given in the table. f (%) Quite good Good Intermediate Low Fairly Low 16 (8.7) 40 (21.9) 125 (68.6) 1 (0.5) none Table 2: The Score Levels that the Freshmen Students studying in the Department of Primary School Mathematics Education received from the Problem Solving Inventory Observation of Table 2 reveals that approximately 69% of the freshmen students studying in the department of primary school mathematics education have an “intermediate” problem solving skill level. It can be said that approximately 9% of the students have a “quite good” level of problem solving skill, while 22% of them have a “good” level of problem solving skill. Furthermore, while the results show that none of the students have a “fairly low” level of problem solving skill, only one student has a “low” level of problem solving skill. Conclusions These research findings seem to indicate that the perceptions of the students participating in the study regarding problem solving are at an intermediate level as the low scores indicate effectiveness in problem solving and high scores indicate an inability to find effective solutions. In addition, when Table 2 is analyzed, it is seen that the scores focus on the groups with intermediate and higher problem solving skills. Problem solving means generating and obtaining various alternative, potentially effective ways to cope with problems, and increasing the possibility of selecting the most effective solution among these alternatives (Anliak and Dincer, 2005). It was found that individuals who cannot effectively solve their problems are more anxious and less self-confident, they prefer being abstention when encounter problems, they remain incapable of understanding the expectations of others and they have more emotional problems when compared to individuals possessed of effective problem solving skills (Heppner and Krauskopf, 1987). Moreover, it was detected that ineffective problem solving may cause stressful situations and psychological dissonances (Heppner and Baker, 1997). In the present study, the fact that the freshmen mathematics students’ problem solving skills are at an 227 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo intermediate level (approximately 69% of them) may indicate that a section of the society that aspires to the teaching profession is on the fringe of stress and psychological dissonance. Suggestions Given that the students participating in the research are the teachers of the future, it is hard to regard as positive the fact that their problem solving skills are at an “intermediate level”. Teachers who are important models for students should have quite a good level of problem solving skills, and they should educate their students in this skill. Therefore, teacher training programs should aim to prepare the prospective teachers as selfconfident individuals who believe that they can solve the problems they encounter, who do not give up and step back when they encounter a problem. To this end, young teachers should be trained to understand and identify the problem they encounter correctly, and find and apply solutions through the courses and seminars they attend for professional discipline. References Anlıak, Ş., ve Dinçer. Ç. (2005). The evaluation of the interpersonal problem solving skills of the children attending to the preschools applying different educational approaches. Ankara University Journal of Faculty of Educational Sciences, 38 (1), 149-166. Bingham, A. (1998). Çocuklarda problem çözme yeteneklerinin geliştirilmesi. Çev. A. Ferhan Oğuzhan. Đstanbul: Milli Eğitim Basımevi. Güçlü, N. (2003). Lise müdürlerinin problem çözme becerileri. Milli Eğitim Dergisi, sayı:160. Heppner, P. P., ve Baker, C. E. (1997). Applications of the problem solving inventory. Measurement ve Evaluation in Counselling ve Development, 29 (4), 229-313. Heppner, P. P., ve Krauskopf, C. J. (1987). The integration of personal problem solving processes within counselling. The Counselling Psychologist, 15 (4), 371-447. Heppner, P. P., ve Petersen, C. H. (1982). The development and implications of a personal. Journal of Abnormal Psychology, 78 (2), 197-226. Karataş, Đ., ve Güven, B. (2003). Problem çözme davranışlarının değerlendirilmesinde kullanılan yöntemler: klinik mülakatın potansiyeli. Đlköğretim Online, 2(2), 9-11. Morgan, C. T. (1999). Psikolojiye giriş. Çev. H.Arıcı ve Ark.. Ankara: Meteksan. Pesen, C. (2006). Yapılandırmacı öğrenme yaklaşımına göre matematik öğretimi. Pegem Yayıncılık,3.Baskı, Ankara Savaşır, I., ve Şahin, N. H. (1997). Bilişsel-davranışçı terapilerde değerlendirme: Sık kullanılan ölçekler. Ankara: Türk Psikologlar Derneği Yayınları-No:9. Soylu, C. ve Soylu, Y. (2006). Matematik derslerinde başarıya giden yolda problem çözmenin rolü. Đnönü Üniversitesi Eğitim Fakültesi Dergisi, 7(11), 97–111. Şahin, N., Şahin, N. H., ve Heppner, P. P. (1993). Psychometric properties of the problem solving inventory in a group of Turkish university students. Cognitive Therapy Research, 17(4), 379-396. Şirin, A., ve Güzel, A. (2006). Üniversite öğrencilerinin öğrenme stilleri ile problem çözme becerileri arasındaki ilişkinin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 6(1), 231-264. Taylan, S. (1990). Heppner’ in problem çözme envanterinin uyarlama, güvenirlik ve geçerlik çalışmaları. Yayımlanmamış Yüksek Lisans Tezi, Ankara Üniversitesi Sosyal Bilimleri Enstitüsü. 228 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 701 Title A name given to the resource Determining the Problem Solving Skills of Primary School Mathematics Teachers Author Author GÜLER, Gürsel ÇİLTAS, Alper KAR, Tuğrul Abstract A summary of the resource. The aim of the present study is to determine the problem solving skills of freshmen students studying in the department of primary school mathematics education. The research sample of the study is composed of 182 freshmen students from the Department of Elementary Mathematics Teaching in Erzurum Ataturk University. The “Problem Solving Inventory” (PSI) prepared by Heppner and Petersen (1982) was used as a means of collecting data. Findings obtained as a result of the present research determined an intermediate problem solving capacity among freshmen education majors. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/5753c16c554aa2a7e8bebe0c93f1481d.pdf 295723318f100864ed976235c433bfc6 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Determining the Views of Prospective Mathematics Teachers about Proving Research Assistant Gürsel GÜLER Kazım Karabekir Education Faculty Atatürk University, Erzurum Turkey gguler@atauni.edu.tr Abstract: The aim of the present research is to determine the opinions of prospective mathematics teachers about proving. The research sample of the study is composed of 151 prospective teachers who study in the third (n= 75) and fourth grades (n= 76) in the Department of Elementary Mathematics Teaching in Erzurum Ataturk University. The data of the present research were obtained through the Proof Opinion Questionnaire. The findings indicate that prospective teachers do not have fullyformed opinions on the topic of proof. Key Words: Mathematical Proof, Prospective Teachers, Mathematics Education Introduction Mathematics is an abstract science by nature (Altun, 2002). Since mathematical information is abstract, it must be verified through proofs. In school mathematics, when students prove mathematical equations they also learn that knowing the most recent form of the formulae is not sufficient; they have to explain their calculations with reasons. From this aspect, proof is an important component of both mathematics and mathematics education (Güven, Çelik & Karataş, 2005). Axioms, definitions, hypotheses, theorems and the proofs of the theorems are indispensable components of mathematics. They form the basis of mathematics as a scientific discipline (Heinze&Reiss, 2003). Although advanced mathematics courses, particularly at universities, are based on these concepts, the students studying advanced mathematics at university have difficulty in making mathematical proof (Almeida, 2000; Recio & Godino, 2001; Jones, 2000). One of the most important functions of education systems is to ensure that students develop skills in reasoning. As the reasoning skills of students develop, they simultaneously gain the cognitive skills within the higher levels of the Bloom taxonomy (Fitzgerald, 1996). Therefore, the preparation of suitable activities for mathematical reasoning forms the core of mathematics education, in order for students to develop their reasoning skills from the first years of their educational lives (NCTM, 2000; Stylianides, Stylianides & Philippou, 2007; Schoenfeld, 1994). While the meaning and the importance of proving in mathematics and mathematics education rapidly increase, the reasoning ability of mathematics teachers and prospective teachers, who will raise students who may become mathematicians in the future, and their opinions and related perceptions, will be of great importance (Moralı et al., 2006). In order to configure their courses effectively, mathematics teachers should know the origins of the concepts they present and on which mathematical information or principle they are based. Hence, they should be equipped with the ability to conduct exercises in mathematical reasoning. The aim of the present research is to determine the opinions of prospective mathematics teachers about proving. The present research is of value, as the opinions expressed by prospective teachers will constitute the first step in identifying and addressing any potential problems regarding the future teaching of reasoning skills. Method The sample of the present research consists of 151 prospective teachers who study in the third (n= 75) and fourth grades (n= 76) in the Department of Elementary Mathematics Teaching in Erzurum Ataturk University. A five-point Likert scale, which was prepared by Almeida (2000) and developed and adapted to Turkish by Moralı et al. (2006), was used to assess the opinions of the prospective mathematics teachers on the issue of proving. Answer options ranged between “completely agree” and “completely disagree”. In the study of Moralı et al. (2006), reliability calculation conducted with the study group for the scale was determined as 0.80, in this study the result was found as 0.82. Findings In the assessment of the questionnaire on the opinions of prospective mathematics teachers about proving, the score of 3.5 or more was regarded as a high and desirable score for each item. Accordingly, the opinions of those who receive a total score of 70 (3.5 x 20 = 70) or more are desirable. Similarly, a score of 2.5 223 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo or less for each item is regarded low, the opinions of those who receive 60 points or less (2.5 x 20 = 60) are not considered desirable. Those who scored a total between 61 and 71 are included in the “indecisive” group. The opinions of the prospective mathematics teachers about proving are given in Table 1, below. f (%) Positive Opinion Indecisive Negative Opinion Total 70(46,3) 54(35,7) 27(17,8) 151(100) Table 1: Percentages and Frequencies of the Opinions of Prospective Mathematics Teachers about Proving. Table 1 shows that approximately 46% of the participants scored 70 points or more in total; approximately 18% scored 60 points or less; and approximately 36% of participants were classed as “indecisive”. The results indicate that the number of prospective teachers who expressed positive opinions about proof is higher than those who expressed indecisive and negative opinions about proof. Conclusions The findings of the present research show that approximately 46% of prospective teachers expressed positive opinions about proving, 36% were indecisive, and 18% expressed negative opinions. These data further demonstrate that the prospective teachers did not completely comprehend the importance of proving, which is a fundamental component of mathematics education. This result is similar to the findings reported by Moralı et al. (2006). When many items in the scale used in the present research are examined, it is seen that the indecisiveness about the questions asked might mean that the conceptualization of mathematical logic reasoning is not at the desired level. Accordingly, it can be said that the proving related conceptualization levels of approximately one third of the prospective mathematics teachers are not at the desired levels. Suggestions There is increasing interest in proof within primary and secondary education. Therefore, prospective mathematics teachers should be sufficiently educated so that they can develop proof-based mathematics activities. The efficiency of mathematics education can be increased by revealing the discovering instinct of students carrying out such activities. Given that prospective teachers have learned hundreds of mathematical theorems and their proofs during their teacher-training, rote learning should be avoided. To this end, activities should be developed that allow prospective teachers to internalize proof. This process will be more useful when these activities are prepared by both prospective teachers and academics. 224 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo References Almeida, D. (2000). A survey of mathematics undergraduates interaction with proof: some implications for mathematics education. International Journal of Mathematical Education in Science and Technology, 31: 6, 869-890. Altun, M., (2002). Matematik Öğretimi Kitabı, Đstanbul: Alfa Yayın Dağıtımı. Fitzgerald, J.F.(1996) “Proof in Mathematics Education”. Journal of Education, 178(1): 35-45. Güven, B., Çelik, D. & Karataş, Đ. (2005). Ortaöğretimdeki Çocukların Matematiksel Đspat Yapabilme Durumlarının Đncelenmesi. Çağdaş Eğitim Dergisi., 30, 319. Heinze, A. & Reiss, K. (2003). Reasoning and proof: Methodological knowledge as a component of proof competence. In M.A. Mariotti (Ed.), Proceedings of the Third Conference of the European Society for Research in Mathematics Education, Bellaria, Italy. Jones, K. (2000). The student experience of mathematical proof at university level, International Journal of Mathematical Education in Science and Technology, 31, 1, 53-60. Moralı, S., Uğurel, I., Türnüklü, E. & Yeşildere, S. (2006). Matematik öğretmen adaylarının ispat yapmaya yönelik görüşleri. Kastamonu Eğitim Dergisi, 14, 1, 147-160. National Council of Teachers of Mathematics. (2000). Principles and standarts for school mathematics. Reston, VA: National Council of Teachers of Mathematics. Recio, A. M. & Godino, J. D. (2001). Instutional and Personal Meanings of Mathematical Proof, Educational Studies in Mathematics, 48, 1, 83-89. Schoenfeld, A. H. (1994). What do we know about mathematics curricula?. Journal of Mathematical Behavior, 13, 55-80. Stylianides, G. J., Stylianides, A. J. & Philippou. (2007). Preservice teachers’ knowledge of proof by mathematical induction. Journal of Mathematics Teacher Education, 10, 145-166. 225 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 700 Title A name given to the resource Determining the Views of Prospective Mathematics Teachers about Proving Author Author GÜLER, Gürsel Abstract A summary of the resource. The aim of the present research is to determine the opinions of prospective mathematics teachers about proving. The research sample of the study is composed of 151 prospective teachers who study in the third (n= 75) and fourth grades (n= 76) in the Department of Elementary Mathematics Teaching in Erzurum Ataturk University. The data of the present research were obtained through the Proof Opinion Questionnaire. The findings indicate that prospective teachers do not have fullyformed opinions on the topic of proof. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 788 Title A name given to the resource Determinism of the Social Laws in the Late Mattia Pascal Author Author Milišić, Alma Baştuğ , Harun Abstract A summary of the resource. Everything has been predefined with the previous historical events. Mattia Pascal has destroyed all previous notions of a modern man and, in a high satirical way, plays with the role of a man in today’s society. Facing the opportunity that life does not offer quit often: to live out of frames and forms dictated by the society, he decides to take advantage of the given chance, remembering his story too good to be able to get rid of it. He cannot reject it nor can he radically change it. He realizes that society does not tolerate needs of an individual, and that the determinism of its laws can never be defeated. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/e37f86ade2a8462961a42f4cb65c7318.pdf 9ec4df353fdac26b81deea107e2bf1b6 PDF Text Text DEVELOPING A BLENDED-LEARNING MODEL IN AN L2 CLASSROOM Alla Nedashkivska University of Alberta, Canada Article History: Submitted: 12.06.2015 Accepted: 25.06.2015 Abstract The study analyzes the pedagogical model of the blended-learning delivery format that may be incorporated in an L2 classroom. The study begins with the introduction of current developments in the area of blended-learning in higher education and in second-language acquisition research in particular. The focus is on scholarship that empirically informs the instruction and acquisition of language competence in an L2 classroom with an added computer-assisted language-learning component, blended-learning in particular. The model studied is a combination of face-to-face instruction as the basis of learning experience and an online teaching and learning tools. The focus is on specific tasks to be incorporated into the design of activities for both methods of learning and instruction. Five types of tasks, interactive, adaptive, communicative, productive and instructional, are studied as the main building blocks of an L2 learning environment. The discussion focuses on ways the blended-learning model allows reconfiguration of specific tasks in the two, face-to-face and online, components, leading to changes in the dynamics of an L2 classroom, shifting also the role of student and instructor in the studied blend. The analysis shows that the incorporation of the studied model may contribute to the increase of students’ engagement in the learning process at both learning spaces, face-to-face and online, fosteringa learner-centered L2 environment. The study concludes with a discussion of benefits the blendedlearning approach offers in an L2 classroom and suggests directions for further empirical investigations. 1 �1. Introduction The world today is undoubtedly technologically enhanced in every aspect of our being. Technology has become inseparable from day-to-day routines, including education. Our students are e-generation learners, who need to be provided with e-learning opportunities within the fast paced transformations in learning and teaching environments. They are rejecters of passive learning, who strive for active learning experiences, in which “technological sophistication is perceived as an opportunity rather than a challenge” (Chakraborty, 2015, p. 137). This study discusses the incorporation of e-learning into an L2 classroom. Specifically, the focus is on the pedagogical considerations of a blended-learning model for L2 teaching and learning at the post-secondary level. Blended learning1 is understood as “the continued use of face-to-face teaching as a basic building block of the learning experience, enriched and enhanced by the integration of the Internet and other teaching and learning technologies into studies undertaken both in and out of the classroom” (Marsch, 2012, p. 3). More specifically, the blended model2 is a combination of traditional, in class, face-to-face [FTF] instruction, and online teaching and learning tools. The FTF component naturally includes social interaction and the physical presence of an instructor, while the online components constitute a computerassisted language-learning mode, in which students self-engage in the learning process and occasionally with each other or an instructor in virtual space. The blended method of instruction has become quite popular in education and the number of blended-courses continues to grow. 2. Blended-learning in an L2 Classroom The incorporation of blended-learning models in higher education and in second-language acquisition in particular, has been considerably well researched. Studies that empirically inform the instruction and acquisition of language competence in an L2 classroom with an added computer-assisted language-learning component, indicate that when properly designed and applied, blended learning models can significantly improve students’ learning experiences (Marsch, 2012; Pena-Sanchez and Hicks, 2006; Stracke, 2005; Stracke, 2007). Several studies “The term ‘blended learning’ first gained widespread currency in corporate training situations to describe the combination of teaching and learning approaches that included coaching, mentoring, online interactions, face-toface classes and on-job training” (Gruba and Hinkelman, 2011, p. 1). 2 Other terminology is also used in reference to blended-learning formats, for example hybrid learning, and flipped classroom, among others. 1 2 �address specifically the advantages and disadvantages of blended-learning courses. Many analyses show that a blended-learning model “offers to learners affective and linguistic advantages over both e-learning and FTF modes” (Bueno-Alastuey and López Pérez, 2013, p. 2). The advantages of blended-learning models have been noted as the following: 24 hour access to course materials (Krasnova, 2015), “greater flexibility (Macedo-Rouet, Ney, Charles, and Lallich-Boidin, 2009), reduced costs (Sanders, 2005), unlimited time outside the classroom to complete online tasks which students believe helps them meet their language learning goals (Murray, 1999), and the extension of materials and learning scenarios outside the classroom (Gimeno Sanz, 2009)”(Bueno-Alastuey and López Pérez, 2013, p. 2). With respect to linguistic benefits of blended-learning models, the following have been identified: “a positive effect on students’ performance (Scida and Saury, 2006) and language skills (Beauvois, 1998), reinforcement of students’ autonomy and reflection, the facilitation of the review and control of learning, more meaningful and individualized feedback (Gimeno Sanz, 2009), high ratings in enjoyment and usefulness (Peters, Weinberg, and Sarma, 2009) and higher time on-task (SteppGreany, 2002)” (Bueno-Alastuey and López Pérez, 2013, p. 2). Interestingly, the use of technology in an L2 classroom has been viewed as useful for communication and collaboration between students and instructors (Krasnova, 2015) and has been credited for assisting with differential learning in a classroom, with large class sizes, as well as with artificial communicative situations necessitated by a foreign language classroom setting (Bueno-Alastuey and López Pérez, 2013, p. 2). In addition, the incorporation of the blended-learning model has been shown to be successful for student’s language learning outcomes and students’ satisfaction. Bueno-Alastuey and López Pérez (2013) investigate students’ perceptions on the introduction of the blendedlearning model in Spanish and English L2 language classrooms with varying degrees of online tools used in each. Overall their results show positive perceptions of technology use in language instruction. Importantly, their results confirm that an increased introduction of technology leads to perceptions of its usefulness for productive skills, specifically the development of speaking in blended learning models (Bueno-Alastuey and López Pérez, 2013, p. 15). Students show appreciation for the use of technology, which contributes to increases in motivation towards language learning. The disadvantages of the blended-learning format have been noted as the following: a lack 3 �of connection between computer-assisted language learning tasks and those of FTF (Carrió Pastor, 2009; Chenoweth, Ushida, and Murday, 2006), a decrease of control over learning, a lesser amount of guidance and monitoring in blended environments, especially for students lacking self-discipline towards learning (Conacher, Taalas, and Vogel, 2004), a number of distractions created by technologies themselves (Gimeno Sanz, 2009), an overwhelmingly fast pace of learning (Stepp-Greany, 2002), an intensification in work-load for students, a plentitude of materials online which makes navigation through the virtual space challenging (BuenoAlastuey, 2009b), as well as students’ inadequate computer skills (Bueno-Alastuey, 2009a; Burguess, 2003). Clayton, Blumberg and Auld (2010) study factors that contribute to students’ choice of a particular learning environment: online exclusively, combined or hybrid (blended), or traditional FTF. Their results indicate that students who prefer the traditional form of instruction stress “the level of engagement of the student, the various instructional strategies used to accommodate the learning styles of participants and the opportunity for spontaneous and live discussion” (2010, p. 361). With respect to non-traditional courses, Clayton, Blumberg and Auld find that those students who choose them perceive themselves as able to academically succeed in them. The results, therefore, suggest that an online environment increases students’ self-efficacy, which has been shown to be beneficial in the learning process (Clayton, Blumberg and Auld, 2010, p. 361). Overall with respect to students’ wishes for the learning process, the results show that “learners want engaging learning environment that promotes ‘direct interaction with professor(s) and students’, ‘spontaneity’, ‘immediate feedback’ and ‘relationships with faculty and students’ ”(Clayton, Blumberg and Auld, 2010, p. 362). However, students also want to have personal control over their learning process that fits their lifestyle (Clayton, Blumberg and Auld, 2010, p. 361). The premise of the present study is that such students’ wishes may be effectively achieved by incorporating the blended-learning model into the learning process, bridging gaps that exist between an ‘online only’ or ‘FTF only’ models. 3. Analysis of the Blended-learning model in an L2 classroom The primary emphasis of this study is on the pedagogical elements of teaching and learning of L2 by post-secondary students via the blended-learning model. The analysis outlines pedagogical considerations of the designed model aimed at developing a learner’s language 4 �competence (speaking, writing, reading and listening). The discussion focuses on a reconfiguration of the teaching and learning processes in the blended model, including shifts in the instructor’s and student’s role in the blend. As noted above, the blended-learning course is a combination of FTF and online teaching and learning components. In order to illustrate the model, an elementary L2 classroom, with five instructional hours per week, is used in the analysis.3 The structure of the studied model is illustrated in Table 1: Table 1:The blended-learning module structure Monday Tuesday Wednesday Thursday Friday Weekend FTF: Online: FTF: Online: FTF: Online: 3 Transfer 2 1 Station 1 Stations 2 Table 1 illustrates a prototypical one-week long course module, which is a continuum of FTF and Online components, as shown in Table 1. In the discussed model, the course components are termed ‘stations’, which allows for viewing the learning process as a scaffolding journey, that is a continuum. At the end of each one-week module (over the weekend), students work at the online ‘transfer’ station before proceeding to the next module, which begins again in the following week with the FTF component. In this one-week module, the FTF component amounts to three FTF or contact hours per week, supplemented by two online ‘stations’ and one 3 The model discussed is being utilized for the development of Beginners Ukrainian as L2 language course at the University of Alberta. At this university, elementary language courses traditionally have been five contact hours per week (prior to the implementation of the blended-learning format). I am grateful to two of my research assistants who are skilled collaborators on the development of this blended-learning model for Ukrainian: Olena Sivachenko is to be credited for the contents of the FTF components, and Oksana Perets contributed greatly to the online ‘stations’ of the model discussed. 5 �‘transfer’4 (in comparison to five contact hours of instruction per week in a traditional method of L2 teaching and learning at an elementary level).5 The FTF component of the model is a teaching and learning experience in which both instructors and students are physically present in a shared space, which is a post-secondary classroom in the studied case. The online components of the model are placed in virtual space, to which students have access while not physically present in class (note that students are encouraged to follow the FTF class with a respective online station in order to ensure successive learning, as shown in Table 1 above). Any L2 learning space, FTF or online, is a combination of various activities with tasks that contribute to certain teaching and learning experience for both the instructor and the students. In the present study, the following tasks are deemed as crucial for a successful language learning experience: (1) interactive, (2) adaptive, (3) communicative, (4) productive, and (4) instructional.6 In the FTF component of the designed model, in this case an elementary L2, the following tasks are used in the design of activities: (1) interactive tasks, which are initiated by the instructor and then gradually transferred towards students individual or collaborative participation, during which they investigate and explore with the language; (2) adaptive tasks, in which students follow a model, practice and experiment with their language skills; (3) communicative tasks, in which students practice language and share results in pairs or groups, having discussions in the language; (4) productive tasks, when following an example or a model students produce their own similar texts, written, oral or visual, expressing and articulating themselves in the target language; and (5)instructional tasks, which are presentations of grammar and new vocabulary by the instructor, with students apprehending the information. Importantly, all of these FTF tasks stress the interactivity, students’ adapting the information learnt, their engagement in communicative and productive activities, creating a social process in which students learn from an instructor and, importantly, from each other. In the FTF components of the discussed model, the ‘instructional’ tasks (5) with the instructor presenting information 4 It is expected that students would spend approximately 1-1.5 hours of self-study at each of the online components. 5 Please note that the discussed model contains also various assessment components, such as quizzes and tests; these are not at focus here. 6 Terminology is partially adapted from Laurillard (2002). 6 �overtly, is downplayed (see discussion below). Please also note that in the activities that display the five tasks discussed, students have an opportunity to practice all four language skills: listening, reading, writing and speaking. At the online components, or ‘stations’ of the model, the same five types of tasks outlined above form the core of designed activities.7 For instance, an example of an interactive task (1) is a ‘scatter and match game’, in which students match words with respective images. These activities are timed, bringing a sense of a game and thrill into the online learning environment.Additionally, they promote students’ engagement and interactivity with computermediated course components.8 In order for learners to experiment with and practice their language skills, adaptive online tasks (2) are achieved, for instance, by the use of podcasts. Specifically, a podcast presents a pattern, which students need to reproduce independently (orally or in writing), thus practicing the language skills according to the provided model. Communicative tasks (3) are represented by online forums, on which students are encouraged to share their thoughts, using their target language skills, at least once per week. This communicative online activity extends the social learning community to the virtual learning space. Productive tasks (4) in the online ‘stations’ are achieved for instance with the game ‘speller’. In this type of activity, students listen to an audio recording and simultaneously see a respective image. The task for the learners is to type what they hear in the target language, that is, produce the correct spelling of a required word or phrase. The instructional tasks (5), that focus on presentations of grammatical explanations and introductions of new topics and vocabulary are incorporated into the online stations. Video and audio technology is used for these mini-lectures.Additionally, online flip-card activities are found to be efficient tools for presenting new information: the flip cards demonstrate the spelling of a word, accompanied by an audio-recording of its pronunciation with the flipping option allowing learners to visualize the meaning. Importantly, the online stations prominently feature activities with instructional tasks, allowing students to access the mini-lectures or presentations as much and as often as needed. Overall, in the online student-centered activities students engage in self-study, in a structured 7 In order to arrive at the design of online activities that capture all five types of tasks, the Moodle learning management system with an embedded Blendspace platform, Quizlet, Screencast-O-Matic and ScreenFlow technology have been utilized in the discussed model. All of these technological tools allow attending successfully to the pedagogical design of the discussed model. 8 See Sykes and Reinhardt (2013) for the analysis of the potential of digital games in L2 teaching and learning. 7 �manner, interacting with computer-mediated tools and activities, practicing and developing all four language skills. 4. Discussion In the designed model, activities from both FTF and online components demonstrate various combinations of tasks (1)-(5) employed in each component. Both FTF and online ‘stations’ display the major tasks outlined above. However, the new blended-learning model allows us to reconfigure the distribution of activities, with certain tasks being more prominent in FTF space, and others in the online components. Specifically, in the blend discussed, both FTF and online stations contain activities structured around interactive, adaptive and productive tasks. However, the instructional tasks (presentation of grammar and new vocabulary) are featured predominantly in the online components, thereby freeing the physical learning space to more communicative activities. Communicative tasks are more difficult to implement via online activities, therefore, these are given prominence in the FTF space, allowing students to maximize practice of their communication skills in an actual physical learning space and a collaborative setting. This reconfiguration, specifically with respect to instructional and communicative tasks, leads to a redefinition of roles of both students and instructors in the presented model. This redefinition contributes to the increase of students’ engagement in the learning process, which is paramount for any learning context. Over the past few decades, the traditional FTF L2 classroom has seen a move towards more learner-centered approaches. In reality, such approaches remain difficult to implement in a traditional classroom, as many instructors still believe in the need to deliver information to students during class time. The blended-learning model, by allowing the instructional tasks to be carried in the online space, assists with implementing the truly learnercentered approach. With instructions mostly online, the FTF time is freed to more learnercentered activities, with prominence on communicative tasks. The instructor’s role is therefore being fundamentally transformed from a lecturer or a source of information to that of a facilitator and mediator in the students’ learning experience in the FTF classroom. Overall, in both learning spaces students’ engagement in the learning process is maximized. The blend allows for the student-self, student-student, and student-instructor engagement in the FTF space, and student-self, student-student and student-computer-mediated task engagement in the online stations. This allows for a more efficient and increased allocation 8 �of time and space for students’ participation in both learning environments. These conclusions echo with Krasnova’s (2015) statement that “[i]nformation technologies... allow to organize the interaction between instructors and students in a different way. They transform ordinary transfer of knowledge into cooperative learning, help to bring together the positions of instructors and students, activate their creative potential” (p. 400). 5. Conclusions The present study analyzed one case of a blended-learning model for an L2 classroom at the post-secondary level. Specifically, the pedagogical considerations of the design of this model have been studied. The focus was on five different types of tasks to be considered in the design of both FTF and online components of the model. The main conclusion is that when designed and implemented successfully, both the FTF and online tasks can serve as an appropriate method of learning and instruction. An important finding of the study is the reconfiguration of tasks in the FTF and online components, which the blended-learning model allows us to achieve. Specifically with instructional tasks presented mainly in the online ‘stations’, the FTF space becomes more conductive to communicative and collaborative activities, promoting and securing learners’ greater engagement in the learning process, fostering the true learner-centered L2 environment. In other words, the model discussed has the potential of harmonizing pedagogical activities with specific tasks and maximizing the impact of each on the teaching and learning process.The shift in the redistribution of learning and teaching tasks that lead to a reconfiguration of learning spaces analyzed above contribute to maximizing students’ engagement in the blended-learning model. After launching the discussed model, an analysis of students’ engagement and motivations for learning in this new format certainly needs to be studied. Specific questions to be addressed are, but are not limited to the following: What do students think about the blended format? Which model(s) do students prefer? What could be done to improve students’ satisfaction with the blended-learning model? In what ways may the discussed model impact students’ L2 learning experience? How and in what ways does the blended-learning model contribute or not to the development of the different skills and language proficiency in different language areas? Answering these and other relevant questions will provide valuable input into the blendedlearning design, its implementation and research associated with this field of inquiry. We can 9 �therefore conclude that there is considerable anticipation and eagerness in further researching and implementing this contemporary teaching and learning model. References: Beauvois, M. (1998). Conversations in slow motion: Computer-mediated communication in the foreign language classroom. 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Höppner (Eds.) Zusammenarbeiten: Eine Festschrift für Bernd Voss (pp. 403–420). Bochum: AKS-Verlag. Stracke, E. (2007). A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL) environment. ReCALL,19(1), 57–78. Sykes, J. M. And Reinhardt, J. Eds. (2013). Language at play: Digital games in second and foreign language teaching and learning. Boston, Columbus, Indianapolis, New York, San Francisco, Upper Saddle ariver, Amsterdam, Cape Town, Dubai, London, Madrid, Munich, Paris, Montreal, Toronto, Delhi, Mexico City, Sao Paulo, Sydney, Hong Kong, Seoul, Singapore, Taipei, Tokyo: Pearson. 12 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2882 Title A name given to the resource DEVELOPING A BLENDED-LEARNING MODEL IN AN L2 CLASSROOM Author Author Nedashkivska, Alla Abstract A summary of the resource. The study analyzes the pedagogical model of the blended-learning delivery format that may be incorporated in an L2 classroom. The study begins with the introduction of current developments in the area of blended-learning in higher education and in second-language acquisition research in particular. The focus is on scholarship that empirically informs the instruction and acquisition of language competence in an L2 classroom with an added computer-assisted language-learning component, blended-learning in particular. The model studied is a combination of face-to-face instruction as the basis of learning experience and an online teaching and learning tools. The focus is on specific tasks to be incorporated into the design of activities for both methods of learning and instruction. Five types of tasks, interactive, adaptive, communicative, productive and instructional, are studied as the main building blocks of an L2 learning environment. The discussion focuses on ways the blended-learning model allows reconfiguration of specific tasks in the two, face-to-face and online, components, leading to changes in the dynamics of an L2 classroom, shifting also the role of student and instructor in the studied blend. The analysis shows that the incorporation of the studied model may contribute to the increase of students’ engagement in the learning process at both learning spaces, face-to-face and online, fosteringa learner-centered L2 environment. The study concludes with a discussion of benefits the blended-learning approach offers in an L2 classroom and suggests directions for further empirical investigations. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2015-07 Keywords Keywords. Article PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 956 Title A name given to the resource Developing a Paradigm of Teaching English Language in Societal Perspective Author Author Muhammad Nasir , Khan Saeed- Ul- Hasan , Chishti Abstract A summary of the resource. Professional competency has a momentous effect on teaching of English language. The study has been conducted on developing a model of teaching English language in higher education institutions. The model has been developed through the integration of effect of professional competency of teacher, use of language laboratory, quality of teaching practice, academic assessment of students, counseling and guidance of students, and teaching in social context of English language in higher education institutions. The objectives of the study were: 1) to explore the effect of professional competency of teacher, use of language laboratory, quality of teaching practice, academic assessment of students, counseling and guidance of students on teaching of English language in higher education institutions. 2) to develop a model of teaching English language in higher education institutions .The research was beneficial for the English language teachers. The study was important for developing English language curricula. The study was useful for research scholars of English language. The study was of great importance in managing English language centers. The study was descriptive in nature. The relevant data was being analyzed keeping in view the objectives of the study. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/85b8a889203bd45bb176e8fc42565e17.docx b1a9c045eb564b84d849fa477130300b https://omeka.ibu.edu.ba/files/original/4d8aa0ca58cbb82dc691395ae3bde2f3.pdf 2c8af8a28f96c30cd8a52fbf43fa684b PDF Text Text DEVELOPING A PROTOTYPE FOR SMART MICRO GRID STUDIES Vedat Kıray Turgut Ozal University , Ankara, Turkey vkiray@turgutozal.edu.tr Mahmut Şık Turgut Ozal University , Ankara, Turkey mahmut36@gmail.com Keywords: Smart Micro grids, smart grids ABSTRACT In this paper, the studies about setting a smart micro grid laboratory, criterias taken into consideration, general and partial working modes, control unit design are dealt with. The prototype consists of a 3000w smart off grid invertor & charger, two 500w on grid invertors, eight PV panels, a 400w wind türbine, six storage bataries, a batary monitoring device, a power analizör, an MPPT device, an CPS& internet communication module. In the general working mode an inverter & charger which has got an ability for energy management is used. In the partial working modes, ten different working modes are monitored. A Programmable Logic Controller is used for mode change operations on order to decrease possible problems. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2152 Title A name given to the resource DEVELOPING A PROTOTYPE FOR SMART MICRO GRID STUDIES Author Author KIRAY, Vedat SIK, Mahmut Abstract A summary of the resource. Keywords: Smart Micro grids, smart grids ABSTRACT In this paper, the studies about setting a smart micro grid laboratory, criterias taken into consideration, general and partial working modes, control unit design are dealt with. The prototype consists of a 3000w smart off grid invertor & charger, two 500w on grid invertors, eight PV panels, a 400w wind türbine, six storage bataries, a batary monitoring device, a power analizör, an MPPT device, an CPS& internet communication module. In the general working mode an inverter & charger which has got an ability for energy management is used. In the partial working modes, ten different working modes are monitored. A Programmable Logic Controller is used for mode change operations on order to decrease possible problems. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-24 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2233-1565 https://omeka.ibu.edu.ba/files/original/308316a39bfb0fc45f682a6fe56ddfd2.pdf 2b0a97a0887d4adf33d2c962ffc79a4d PDF Text Text DEVELOPING BEGINNER TEACHERS’ PROBLEM SOLVING SKILLS IN POSTLESSON REFLECTIONS Dr Helen Sherwin University of Western Hungary, Hungary Article History: Submitted: 10.06.2015 Accepted: 27.06.2015 Abstract Although reflective practice has gained popularity world-wide in recent years, some argue that the ‘reflective’ research has focused too much on different conceptualisations of reflection and not enough on how teachers actually think when they reflect. This article addresses this issue of teacher cognition by examining one skill underpinning reflective thinking, problem solving. Specifically, this study compares the problem solving of six inexperienced and three experienced teachers of English. It emerged that the experienced teachers developed sophisticated reasoning skills to help themselves analyse problems in principled ways. This article identifies what principled reasoning actually consists of and how it may be developed in inexperienced teachers of English to help them solve teaching problems and so reflect more effectively. Key words: reflection, cognitive skill psychology, expert-novice problem-solving, subject-specific pedagogy, generic pedagogy. �1. Introduction During the last 40 years, reflective practice and learning to teach by critically examining one’s practice, has received much support in teacher education. I do believe in the power of reflective thinking but have always found it a problematic skill to foster with the student teachers I work with in Hungary who describe rather than analyse their practice, experience difficulties with solving problems, evaluating their own and pupils’ performance. A desire to understand why beginners experience difficulties and how they may be helped to reflect triggered the study described belowthat addresses these questions. 1. Do differences exist in the reflective thinking of nine Hungarian English teachers with differing levels of teaching experience? 2. What implications do any findings have? This article focuses on just one aspect of reflective thinking, teachers’ problem solving skills inpost-lesson reflections. There is much research into reflective practice investigating reflection in diverse ways. Some researchers focus on the cognitive (Schön, 1987) or metacognitive dimension (Eraut, 1994) viewing reflection as a form of elaborate, internal problem solving. Others have investigated the importance of reflecting with someone rather than alone (Day, 1993) or whether the time when we reflect (Korthagen & Kessels, 1999) or socio-political contexts influence how we reflect (Boud, 1998). Still others investigate whether different levels of reflection exist with sophisticated reflections linked to experience (Collier, 1999). All conceptualizations though share the notion that reflection involves modifying our existing mental structures through our attempts to analyse our experiences. Therefore, the cognitive perspective unites somewhat the diverse views that exist and is the one that underpins this study. While the ‘reflective’ literature provides rich insight into the substance and nature of reflection, paradoxically it is vague in that it fails to illuminate what teachers actually do when reflecting, how they process information and how they learn. Few studies operationalize reflection that is, identify and illustrate teachers’ reflective thinking (McAlpine et. al., 1999; Ixer, 1999), little guidance is offered on how to analyse it (Korthagen and Wubbels, 1995; Hargreaves, 2004) all of which is problematic for researchers.This vagueness is also problematic for teacher educators. Reflective thinking is a non-visible skill and trainees often struggle to recognise what they are doing, are not doing and should be doing in order to reflect effectively. Teacher educators must be explicit about what effective reflection consists of, to make it accessible to trainees. To address this problem, �reflection here is conceptualised as a complex, cognitive skill encompassing various constituent sub-skills. This skill-based approach lends clarity to the concept as it allows reflection to be broken down into individual skills which can then be analysed, illustrated and taught, thus rendering it visible and tangible to the benefit of teacher education and research alike. This article addresses just one reflective sub-skill, teachers’ problem solving. 1.1 Problem solving Problem solving was analysed through the problem solving model developed by Mayer (1996). Central to Mayer’s model is the notion of problem space which consists of: the problem’s starting state (its context, its characteristics and how they interact); the goal/desired outcome; the procedures to move us from the start to goal state and any obstacles that constrain movement through the problem space. Skilled problem solvers first define their problem space before attempting a solution, which they do by working through four processes:  ‘Representing’ (Mayer, 1996, p.551), mentally defining the problem to ourselves by identifying the problem space components  ‘planning’, calculating how to best achieve a solution  ‘executing’, carrying out the plan  ‘controlling’, evaluating our progress towards the goal. Differences between skilled and unskilled practitioners stem from how they address these processes. For example, expert physicists (Chi et. al., 1981), political scientists (Voss et. al., 1983) and teachers (Swanson et. al., 1990) spend much time‘representing’ and ‘planning’ but novices tend to move directly onto ‘executing’, omitting almost the other three processes. Experts ‘represent’ problems in principled ways and consider why problems appear as they do and what inferences can be drawn but novices just attend to surface features and ‘how’ problems appear (Alexander, 2003). Interestingly, it was such principled reasoning that was the critical difference in problem solving capability of this study’s experienced and inexperienced teachers. 2. The Study The study took place at a Hungarian primary teacher education institution which offers two English teaching courses: a pre-service degree qualifying trainees to teach Hungarian curriculum subjects plus English language to 6–12 year olds; an in-service course for qualified, practising Hungarian teachers, retraining as English teachers (6-12 years). Nine teachers participated in the study. �Fig. 1Participants Groups English teaching Hungarian teaching experience Beginners: 3 pre-service teachers Beginner Beginner Accomplished Beginners: 3 in- Beginner Experienced service teachers Experienced: 3 local teachers Experienced Experienced 2.1 Data collection and analysis To research post-lesson problem solving, I observed each teacher’s lessons twice, held two postlesson discussions (Interview 1/Interview 2), analysed documentation. Data consisted of: observational field notes; interview transcripts; diary entries; lesson plans; local curricular. Data analysis followed grounded theory procedures (Rubin& Rubin, 1995) so data was broken down into thematic sections then segments then concepts until eventually thematic categories emerged that accommodated all data.One category was‘Cognitive Skills’ which refers to the six skills teachers used to process information in post-lesson reflections: the single descriptive skill, Describing and five analytical skills: Pedagogic Reasoning, Commenting, Evaluating, Predicting, Problem solving (Sherwin, 2011).These then, constitute the sub-skills of reflective thinking, one of which ‘problem solving’, is in focus here. 2.2 Analysing Problem Solving In the interview/diary data, I could identify Problem Solving episodes when participants reflected on problematic teaching events. I examined how, during each episode, participants addressed four problem solving processes adapted from Mayer’s (1996) model. Problem Solving Processes 1. Identifying the problem’s most significant features. This answers the question, ‘What’s the problem?’ and corresponds to Mayer’s ‘representing’. �2. Identifying the problem’s cause: Why did this occur? This focuses on one part of ‘representing’, of recognising the problem’s underlying principles. 3. Identifying solutions: How can I solve it?This refers to participants selecting and/or carrying out solution strategies. It relates to Mayer’s ‘planning’ and ‘executing’ (ibid). 4. Evaluation: What comments/reflections do I have on this episode? This corresponds to ‘controlling’ where participants comment on some aspect of the problem solving process. For example, There are some pupils not interested in studying English (Problem). English is a bit over their head, they always feel that the others are much better and maybe that’s why they are passive (Cause). The only thing that worked with them is differentiating and when they create something in groups and they all do different things. Then they are really interested (Solution). However if we do these things all the time then they don’t learn the material they should by the end of the school year and it’s lots of work for me, too(Evaluation). I then tallied the processes each teacher covered in each Problem Solving episode thus (see Appendix 1 for complete version). Fig. 2 Processes of Problem Solving(Sample) Identify Identify Identify Problem Cause Solution Evaluation Experienced Interview 1 5 5 5 5 Teacher Csilla Interview 2 1 1 1 1 The rows represent Problem Solving episodes, the columns the four processes, the numbers record when a participant completed a problem solving process. Thus, Csilla dealt with five episodes in Interview 1 and one in Interview 2 and always worked through all four processes. 3. Findings It emerged that the inexperienced English teachers (beginners/accomplished beginners) solved problems in similar ways, differently from and less proficiently than the experienced teachers and I �illustrate this through a comparison of three episodes. My comparison is structured through: the number of problem solving processes covered, the accuracy, the depth of participant’s performance. Beginner Amélia Amélia aimed to teach present simple through the context of jobs to her 10-year-old pupils. Pupils consistently made mistakes such as I wears a uniform...He wear a uniforms....she wear a uniform…They wears a uniforms .Amélia constantly corrected pupils, but mistakes persisted. Postlesson, Amélia commented, I think they don’t understand every words that “works in a uniform”…not “wears in a uniform”. Maybe don’t the form was the problem just the meaning of the words (Problem 1). But somebody change it so they don’t know that the boy is “he” and the girl is “she” (Problem 2). I tried to help them to show the picture that he hasn’t a…ponytail (Solution)..but I don’t know what was the problem with “he” or “she”. Amélia worked through two processes of identifying a problem and identifying a solution. Indeed, she identified two problems. Problem 1 concerned concept when Amélia believed pupils made mistakes because they did not understand the new vocabulary and Problem 2 concerned form when pupils were confused by ‘he/she’ pronouns. This suggests that Amélia herself was unsure of how to represent the problematic situation to herself. The problem was actually grammatical as pupils were confused by the‘s’ verb-ending (I wears), plurals (uniforms) and ‘he/she/it’ pronouns. Amélia’s solution of showing a picture of a boy referred neither to the problem nor its cause both of which were grammatical in nature and required a solution that helped pupils notice the ‘s’ forms. Amélia could not see the underlying cause, misinterpreted the problem and consequently identified an inappropriate solution. Thus, Amélia’s problem solving during and post lesson was inaccurate. Accomplished Beginner Bella Bella aimed to teach a restaurant dialogue to 12-year-olds. In the lesson, pupils were inattentive and disruptive. Post-lesson, Bella commented, Sometimes they talk when they had to listen to me (Problem).....I didn’t want to look like a witch but I think after that I will....tell them that...”What I promise badly or good, I always keep it. So, please be quiet and if you don’t then I will write a notice into your book” (Solution). �Bella accurately recognised the problem that pupils misbehaved, and suggested a solution that did refer to the problem, of punishing the miscreants. She did not however, consider the differing causes to pupils’ misbehaviour: seating arrangements were inappropriate; the lesson was late afternoon; a visitor (me) was present; the materials were perhaps uninteresting, irrelevant to pupils’ needs. Nor did she evaluate the episode. This suggests that she focused on the problem’s surface features rather than its underlying structure, creating the impression that her analysis lacked depth. Experienced Csenge In Csenge’s lesson, 12-year old pupils in groups had to construct from word cards, sentences related to a subsequent reading. Word cards were colour-coded to represent parts of speech (e.g. red = verb). Pupils found this extremely challenging. Csenge commented, They have the small cards and they were mixed, there was a pattern and they could not find the place (Problem)...I gave them some help and I think that they could solve the problem then (In-class solution). She continued that pupils did not know: The strategy where to start with and how to work with this pattern (Cause)........In previous lessons, I....should’ve tried some patterns (Solution).......it comes from history and we have to learn it...it takes time (Evaluation). NB: “it comes from history” means that she believes the traditional Hungarian education system does not foster the strategic thinking such problem solving tasks require. Experienced Csenge was more thorough, principled and critically aware in her problem solving than both Amélia and Bella. First, by working through all four processes, Csenge automatically considered more aspects of the situation suggesting a more thorough approach than Amélia and Bella who only considered two processes. Second, Csenge provided a principled, in-depth analysis and clearly perceived the problem through its cause, that pupils lacked problem solving skills and matched her solution of training in strategic thinking to this cause. Neither Amélia nor Bella addressed the cause and only discussed the problem and solution. This suggests they focused on the problem’s surface features rather than its underlying structure, implying that their analyses lacked depth. Third, by referring to Hungarian education in Evaluation, Csenge highlighted a constraint to �her solution that pupils need time to learn problem solving skills. This suggests she was more insightful and critically aware than Amélia and Bella who omitted this process. Analysis of all nine participants’ problem solving revealed similar findings. Processes of Problem Solving(Appendix 1) records the processes participants used when solving teaching problems.The table reveals that all inexperienced English teachers (beginners/accomplished beginners) worked through fewer processes and considered causes and evaluation far less frequently than the experienced teachers who in fact almost always worked through all four processes. This implies that all beginner/accomplished beginners were less thorough, principled, critically aware problem solvers than the experienced teachers. 4. Discussion: Developing Principled Reasoning Principled reasoning emerged as central to the proficient problem solving of the experienced teachers and refers here to how they automatically asked themselves questions about the problem’s underlying structures/principles: Why did this problem occur? What theory can explain it? How? Why? How can I break it down? What are my reasons for….? What comments do I have on the cause? Solution? It was the spontaneous posing and answering of these questions that underpinned the experienced teachers' principled reasoning. Therefore, I have been exploring ways to develop such principled reasoning with my teacher trainees through the activities presented below, which draw on two teaching methods: modelling and problem solving heuristics. Modelling gives learners access to the cognitive processes experts use in principled problem solving (Bandura 1996, has details on modelling). The problem solving heuristics below combine a task plus on-task questions to foster learners principled reasoning. Nickerson (2004) contains details on how problem solving heuristics, King 1991, on how guiding questions, Berry and Broadbent (1984), how on-task rather than pre- or post-task questions foster principled reasoning). These activities aim to help student teachers notice the underlying structures of problems and so view them in the principled, insightful ways of experienced teachers. 4.1 Discussing cases �Student teachers (STs) compare a real problem scenario (Teacher A) with two fictive scenarios of the same problem solved differently (Teachers B/C). STs observe how Teachers B and C consider the problem’s cause prior to selecting an appropriate solution and use theory in their explanations (differentiation, socialisation skills) whereas Teacher A just attends to surface features. Fig. 3 Same problem solved differently  Which problem solving do you like best? Why?  What are the differences between them? TEACHER A Sometimes they talk when they had to listen to me (Problem). I didn’t want to look like a witch but I think after that I will....tell them that...”What I promise badly or well, I always keep it. So, please be quiet and If you don’t then I will write a notice into your book. TEACHER B Sometimes they talk when they had to listen to me (Problem). I thinkthe exercise was too easy for Juli, Laci, Dani and Zsolti and they disturbed the others. Next time I will give them harder tasks and I think this will motivate them more. Children are different so we need to differentiate between them but I think we Hungarians are just learning how to do this. It takes time. TEACHER C Sometimes they talk when they had to listen to me(Problem). Daniand Zsolti and Juli and Laci are best friends and they always play too much when they sit together. Next time I will change the groups so they don’t work together. And this is also good‚ cos maybe they can get used to working with new people and develop socialisation skills. 4.2 Decomposing the problem STs break down the real problem scenario in ‘Teaching the Chant’ through one of the tasks below. �Fig. 4 Teaching the Chant Atilla wanted pupils to create new versions of a simple chant, to develop their speaking skills. Pupils were aged 8, beginner learners of English. Atilla, 1. Taught/revised new words: Snow, snowman, eyes, mouth, nose. 2. Taught and practised the chant. Snow! Let’s make a snowman! OK, 1, 2, 3. Eyes, mouth nose. Yippeeee! 3. Createda new version of the chant on the blackboard. Pizza! Let’s make a pizza! OK, 1, 2, 3. Salami, cheese, tomato. Yippeeee! 4. Askedpupils to create (in pairs) their own Pizza version by changing food items. 5. Pupils did one of the following 5a. Produced incomplete versions Pizza! 1,2,3, Yippeeee! OR 5b.Produced inaccurate versions Let’s Pizza! 1,2,3, Yippeeee! OR 5c.Copied Atilla’s bb. Pizza version 5d. Did nothing. 6. Atilla scolded pupils. 4.2.1Working Backwards �STs work backwards though the lesson guided by ‘Why?’ questions: Why did Atilla scold pupils? Why did some pupils do nothing? Etc… This task helps STs analyse a problem as experts do. The study’s experienced teachers (and experts in general, Nickerson, 2004) invariably decompose teaching problems by working backwards from the goal to start point, which helps them identify the problem’s key features(e.g. problem’s cause, reasons for their actions) and the causal links between them. 4.2.2 The Grid STs represent the problem scenario in columns that replicate problem solving processes (2.1). This task prompts STs to copy how experts decompose a problem for analysis, through the four processes. Fig. 5 The Grid Problem Cause Solution Evaluation What’s the Why did it happen? How would you Comments? problem? solve the your problem? Pupils (Will solution work?) Atilla taught wrong words: didn’t write Snow X  Let’s make a…..  new version 4.2.3 Concept map STs draw the teaching steps on individual pieces of paper (individual pictures for steps 5a-5d), arrange pictures on a poster, draw lines between them to show how they ‘fit together’, then write on the lines to express any relationships that exist. Prompts include: Why did pupils make the mistakes in Step 5a-5d? Where Atilla could avoid these mistakes? Etc… This task focuses STs’ attention on key events and how they interact. 4.3 Grouping problems STs group seven-eight problem scenarios according to whether they are: (a) Superficially different but with similar causes: e.g. pupils underachieve because they lack knowledge of how to fulfil a task(Appendix 2 has example scenarios). �(b) Superficially similar but with different causes: e.g. pupils are naughty but for different reasons (see 4.1, Fig. 3). The discussion generated by this task pushes STs to understand problems by examining the underlying rather than surface features thus mirroring the principled reasoning of experts. 5. Conclusion I argued earlier that the diversity and vagueness of the ‘reflective’ literature is perhaps unhelpful when teaching and researching reflection. I suggested that viewing reflection as a complex cognitive skill lends the specificity that the reflective literature lacks. It allows reflection to be decomposed into its constituent sub-skills, one of which is problem solving. I recognise that reflection is multi-layered, complex and so hard to capture in sub-skills which may not account for the collaborative, temporal, contextual dimensions mentioned earlier. But, decomposition has enabled me to identify aspects of expert performance to help beginner teachers. Experienced teachers address problems in principled ways, through four processes, by asking themselves principled reasoning questions. I now encourage beginner teachers to do the same by exposing them regularly and systematically to activities such as those described above. This approach to developing reflective thinking, I believe may be of use to teacher educators in Hungary and elsewhere. �References Alexander, P. A. (2003) ‘The Development of Expertise: The Journey From Acclimation to Proficiency’, Educational Researcher, vol. 32, no. 8, pp. 10-14. Bandura, A. (1996) ‘Social Learning Theory of Human Development’, in E. De Corte and F. E. Weinert, (Eds.) International Encyclopaedia of Developmental and Instructional Psychology, New York, Pergamon. Berry, D. C. and Broadbent, D. E. (1984) ’On the relationship between task performance and associatedverbalizable knowledge’, Quarterly Journal of Experimental Psychology, vol. 36A, pp. 209-231. Boud, D. and Walker, D. (1998). Promoting reflection in professional courses: The challenge of context. Studies in Higher Education, vol. 23, no. 2, 191-206. Chi, M. T. 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J. and Kessels, J. P. A. M. (1999). Linking Theory and Practice: Changing the Pedagogy of Teacher Education.Educational Researcher, vol. 28, no. 4, 4-17. Korthagen, F. A. and Wubbels, T. (1995). Characteristics of reflective practitioners: Towards an operationalisation of the concept of reflection. Teachers and Teaching, vol. 1, no. 1, 51-52. Mayer, R. E. (1996) ‘Development of learning skills in problem-solving and thinking’ in E. De Corte and F. E. Weinert, (Eds.) International Encyclopaedia of Developmental and InstructionalPsychology, New York, Pergamon. McAlpine, C., Weston, C., Beauchamp, J., Wiseman, C. and Beauchamp, C. (1999). Building a metacognitive model of reflection. Higher Education, vol. 37, no. 2, 105-131. Nickerson, R. S. (2004) ‘Teaching Reasoning’, in J. P. Leighton and R. J. Sternberg, (Eds.) The �Nature of Reasoning, Cambridge, Cambridge University Press. Rubin, H, J. and Rubin I, S. (1995) Qualitative interviewing: The art of hearing data, Thousand Oaks, CA: Sage Publications. Sherwin, H. (2011). A study into the reflective capability of Hungarian primary teachers with differing levels of experience. EdD Thesis. Open University, Milton Keynes, UK. Available from British Library (http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539420) Schön, D. (1987). Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions, San Francisco: Jossey-Bass. Swanson, H. L., O'Connor, J. and Cooney, J. (1990). An information processing analysis of expert and novice teachers' problem solving. American Educational Research Journal, vol. 27, no. 3, 533-556. Voss, J. F., Tyler, S. W. and Yengo, L. A. (1983) ‘Individual differences in the solving of social science problems’, in R. F. Dillon and R. R. Schmeck, (Eds.) Individual differences in cognition, New York, Academic Press. �APPENDIX 1: Processes of Problem Solving This table records the problem solving processes used by participants when solving teaching problems. Problem Cause Solutio Evaluation n Beginners Amélia Interview 1 1 1 1 Anikó *1 1 Interview 2 1 1 Interview 1 1 Interview 2 1 1 1 1 1 1 1 Int. 1 1 2 2 2 1 2 Int. Atilla Interview 1 1 1 1 1 Interview 2 1 1 Int. 1 Int. 1 1 Accomplished beginners Bettina Interview 1 1 Interview 2 Boglárka Interview 1 3 3 3 Interview 2 1 1 1 1 1 2 Bella Interview 1 1 1 1 1 Interview 2 *1 Interview 1 5 1 1 1 1 Experienced Csilla 5 5 5 �Csenge Interview 2 1 1 1 1 Interview 1 *1 1 1 1 2 2 2 2 1 1 Interview 2 Cecília Interview 1 3 2 3 3 Interview 2 1 1 1 1 1 1 1 NB: The words “Int.” indicate the problem was identified by the interviewer but the other processes in this particular episode were completed by the participant. The * indicates that this episode was illustrated in ‘3. Findings’. APPENDIX 2: Superficially different, similar causes These two problem scenarios are superficially different because the lesson context, content, problem types are different. However in both cases the pupils underachieve because theyhave not yet learnt how to accomplish the taskof how to: (A) Work in pairs; (B) Guess meaning from the second language context using intrapersonal skills. (A) My 12 year old pupils don’t like each other. When I put them into groups to work together, they work by themselves, they don’t share ideas and they don’t help each other. This isn’t good. What can I do? (B) My ten year old pupils are a bit lazy. It’s a new class to me (They’ve been learning English for 2 years) and if I speak to them in English, they refuse to understand so I have to translate everything into Hungarian. This isn’t good. What can I do? � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2911 Title A name given to the resource DEVELOPING BEGINNER TEACHERS’ PROBLEM SOLVING SKILLS IN POST-LESSON REFLECTIONS Author Author Sherwin, Helen Abstract A summary of the resource. Although reflective practice has gained popularity world-wide in recent years, some argue that the ‘reflective’ research has focused too much on different conceptualisations of reflection and not enough on how teachers actually think when they reflect. This article addresses this issue of teacher cognition by examining one skill underpinning reflective thinking, problem solving. Specifically, this study compares the problem solving of six inexperienced and three experienced teachers of English. It emerged that the experienced teachers developed sophisticated reasoning skills to help themselves analyse problems in principled ways. This article identifies what principled reasoning actually consists of and how it may be developed in inexperienced teachers of English to help them solve teaching problems and so reflect more effectively. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2015-09 Keywords Keywords. Article PeerReviewed L Education (General),PE English https://omeka.ibu.edu.ba/files/original/29a50103cba75b45824a01c7081ec4c3.docx c4d1637b712723c321d5d9f45f33453b https://omeka.ibu.edu.ba/files/original/af749ce7d01c285bef7b2c96343d6b7e.pdf 2513ae00ca74a74509578769ef18db0f PDF Text Text Developing Communicative Competence of ESL Leearners through Task-based Language Teaching Purna Bahadur Kadel English and Foreign Languages University/ Hyderabad Key words: Nurtured, experiential, transitional, interactional, paramount, authentic, panacea, communicative competence. ABSTRACT Task-based Language Teaching (TBLT) has been developed as an effective language teaching method since Candlin and Murphy’s seminar collection of papers in 1987 (Ellis, 2009) and Prabhu’s Communicational language teaching Project in Bangalore from 1979 to 1984. Since inception of TBLT, it has emphasized meaning focused rather than form focused learning. It is assumed that learners’ natural Language learning ability can be nurtured through meaning focused with appropriate context and authentic tasks. Every learner can share their personal experiences and opinions through active learning in task-based language teaching (Nunan, 2004). Moreover, TBLT is more specific on communicative tasks through which learners are enabled to develop their transitional as well as interactional skills. In TBLT, tasks are regarded as units or modules which are believed to link between the learners’ real world and classroom world through pedagogy. Collaborative learning is adopted in task-based language learning teaching approach to enhance their communicative competence. TBLT is based on Socio-Cultural Theory (SCT) of Vygotsky in which learners need to interact with their peers, and teachers in order to solve problems and to develop cognition. Constructivists argue that language learning is related to society. Language learning process starts from interpersonal to intrapersonal Vygotsky (1978). Learners can easily communicate in real world situation if they are taught through authentic tasks in TBLT. Holistic learning is approach is followed by the language teachers to develop language skills and linguistic competence of learners in task-based language teaching. It is paramount importance to develop communicative competence of second language learners. The learners can develop communicative competence through holistic activity Samuda & Bygate, 2008). Thus, task-based language teaching can be panacea to develop communicative competence for ESL learners. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1915 Title A name given to the resource Developing Communicative Competence of ESL Leearners through Task-based Language Teaching Author Author KADEL, Purna Bahadur Abstract A summary of the resource. Key words: Nurtured, experiential, transitional, interactional, paramount, authentic, panacea, communicative competence. ABSTRACT Task-based Language Teaching (TBLT) has been developed as an effective language teaching method since Candlin and Murphy’s seminar collection of papers in 1987 (Ellis, 2009) and Prabhu’s Communicational language teaching Project in Bangalore from 1979 to 1984. Since inception of TBLT, it has emphasized meaning focused rather than form focused learning. It is assumed that learners’ natural Language learning ability can be nurtured through meaning focused with appropriate context and authentic tasks. Every learner can share their personal experiences and opinions through active learning in task-based language teaching (Nunan, 2004). Moreover, TBLT is more specific on communicative tasks through which learners are enabled to develop their transitional as well as interactional skills. In TBLT, tasks are regarded as units or modules which are believed to link between the learners’ real world and classroom world through pedagogy. Collaborative learning is adopted in task-based language learning teaching approach to enhance their communicative competence. TBLT is based on Socio-Cultural Theory (SCT) of Vygotsky in which learners need to interact with their peers, and teachers in order to solve problems and to develop cognition. Constructivists argue that language learning is related to society. Language learning process starts from interpersonal to intrapersonal Vygotsky (1978). Learners can easily communicate in real world situation if they are taught through authentic tasks in TBLT. Holistic learning is approach is followed by the language teachers to develop language skills and linguistic competence of learners in task-based language teaching. It is paramount importance to develop communicative competence of second language learners. The learners can develop communicative competence through holistic activity Samuda & Bygate, 2008). Thus, task-based language teaching can be panacea to develop communicative competence for ESL learners. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed