Abstract
In this study, the effectiveness of Mathematical Modeling (MM) approach in the development of creativity skill, which has an important place among 21st century skills, was examined. Case study, one of the qualitative research designs, was adopted in the study. Four students participated in the study. Participants were determined by purposive sampling method. In order to examine the creativity of the students as a group, 4 modeling activities were applied to a single group of four students. Semi-structured interviews, audio and video recordings, observation forms, activity reports, focus group interviews with students after the activity were used as data collection tools. Data were analyzed using content and descriptive analysis methods. At the end of the study, it was observed that MM activities improved three sub-dimensions of students' creativity skills (Fluency and Flexibility, Originality and Detail). Among the sub-dimensions of creativity skills, fluency and flexibility was the most frequently observed skill. In one of the activities, no outcome related to the originality sub-dimension was observed. Suggestions were made in line with the research results.
References
- Akar, Ş. Ş. (2017). Üstün yetenekli öğrencilerin matematiksel yaratıcılıklarının matematiksel modelleme etkinlikleri sürecinde incelenmesi [Yayınlanmamış doktora tezi]. Hacettepe Üniversitesi.
- Altun, M. (2020). Matematik okuryazarlığı el kitabı. Aktüel.
- Amit, M., & Gilat, T. (2012, Temmuz). Reflecting upon ambiguous situations as a way of developing students’ mathematical creativity. 36. Uluslararası Matematik Eğitimi Psikolojisi Grubu Konferansı (Cilt 2, s. 19-26). Taipei, Tayvan: PME.
- Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries (OECD Education Working Papers, No. 41). OECD Publishing. https://doi.org/10.1787/218525261154
- Berry, J., & Houston, K. (1995 ). Mathematical modelling. Butterworth-Heinemann.
- Blomhøj, M., & Jensen, T. H. (2003 ). Developing mathematical modelling competence: Conceptual clarification and educational planning. Teaching Mathematics and Its Applications, 22(3), 123–139. https://doi.org/10.1093/teamat/22.3.123
- Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2013 ). Bilimsel araştırma teknikleri. Pegem Akademi Yayınları.
- Casner-Lotto, J., & Benner, M. (2006). Are they really ready for work? Employers’ perspectives on the basic knowledge and applied skills of new entrants into the 21st century workforce. The Conference Board. https://files.eric.ed.gov/fulltext/ED519465.pdf
- Cheung, R. H. P., & Mok, M. M. C. (2018). Early childhood teachers’ perception of creative personality as a predictor of their support of pedagogy important for fostering creativity: A Chinese perspective. Creativity Research Journal, 30(3), 276–286.
- Creswell, J. W. (2013 ). Research design: Qualitative, quantitative, and mixed methods approaches (4. baskı). Sage.
- Creswell, J. W., Hanson, W. E., Clark Plano, V. L., & Morales, A. (2007). Qualitative research designs: Selection and implementation. The Counseling Psychologist, 35(2), 236–264.
- Dede, C. (2010 ). Comparing frameworks for 21st century skills. In J. Bellanca & R. Brandt (Eds.), 21st century skills: Rethinking how students learn (s. 51–76). Solution Tree Press.
- DiCerbo, K. E., & Behrens, J. T. (2014). Impacts of the digital ocean on education. Pearson. http://research.pearson.com/digitalocean
- Doruk, B. K., & Umay, A. (2011). Matematiği günlük yaşama transfer etmede matematiksel modellemenin etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 41, 124–135.
- English, L. D., & Watters, J. J. (2004). Mathematical modelling with young children. M. J. Høines & A. B. Fuglestad (Ed.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education içinde (C.2,335-342). Bergen University
- Ferri, R. B. (2006). Theoretical and empirical differentiations of phases in the modelling process. ZDM - The International Journal on Mathematics Education, 38(2), 86–95.
- González-Pérez, L. I., & Ramírez-Montoya, M. S. (2022). Components of education 4.0 in 21st century skills frameworks: systematic review. Sustainability, 14(3), 1493.
- Güder, Y., & Gürbüz, R. (2018). STEM eğitimine geçişte bir araç olarak disiplinler arası matematiksel modelleme oluşturma etkinlikleri: Öğretmen ve öğrenci görüşleri. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi, 8(Özel Sayı), 170–198.
- Gürbüz, R., Çavuş Erdem, Z., Şahin, S., Temurtaş, A., Doğan, C., Doğan, M. F., Çalık, M., & Çelik, D. (2018). Bir disiplinler arası matematiksel modelleme etkinliğinden yansımalar. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi, 8(Özel Sayı), 1–22.
- Gürbüz, R., & Doğan, M. F. (2018). Matematiksel modellemeye disiplinler arası bakış: Bir STEM yaklaşımı. In R. Gürbüz & M. F. Doğan (Eds.), Matematiksel modellemeye disiplinler arası bakış: Bir STEM yaklaşımı (s. 1–5). Pegem Akademi.
- Harari, Y. N. (2018). 21. yüzyıl için 21 ders (S. Siral, Çev.). Kolektif Kitap.
- Kaiser, G., & Sriraman, B. (2006). A global survey of international perspectives on modelling in mathematics education. ZDM - The International Journal on Mathematics Education, 38(3), 302–310. https://doi.org/10.1007/BF02652813
- Kapur, J. N. (1988). Mathematical modelling. New Age International.
- Karakaş, M. M. (2015). Ortaokul sekizinci sınıf öğrencilerinin fen bilimlerine yönelik 21. yüzyıl beceri düzeylerinin ölçülmesi [Yüksek lisans tezi]. Eskişehir Osmangazi Üniversitesi.
- Kertil, M. (2008). Matematik öğretmen adaylarının problem çözme becerilerinin modelleme sürecinde incelenmesi (Tez No. 221516) [Yüksek lisans tezi, Marmara Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
- Kılıç, Z. (2020). Farklı disiplinler ile ilişkilendirme bağlamında matematiksel modelleme etkinliklerinin geliştirilmesi ve uygulanması: Ortaokul öğrencileri örneklemesi (Yayımlanmamış yüksek lisans tezi). Dicle Üniversitesi.
- Lai, E. R., & Viering, M. (2012). Assessing 21st century skills: Integrating research findings. National Council on Measurement in Education.
- Leikin, R. (2013). Openness and constraints associated with creativity-directed activities in mathematics for all students. In N. Amado, S. Carreira, & K. Jones (Eds.), Broadening the scope of research on mathematical problem solving (s. 387–397). Springer.
- Lesh, R., & Doerr, H. M. (2003). Foundations of a models and modeling perspective on mathematics teaching, learning, and problem solving. In R. Lesh & H. M. Doerr (Eds.), Beyond constructivism (s. 3–33). Routledge.
- Lesh, R., & Sriraman, B. (2005). Mathematics education as a design science. ZDM - The International Journal on Mathematics Education, 37(6), 490–505.
- Lingefjärd, T. (2000). Mathematical modelling by prospective teachers [Doktora tezi, University of Georgia].
- Lu, X., & Kaiser, G. (2022). Can mathematical modelling work as a creativity-demanding activity? An empirical study in China. ZDM – Mathematics Education, 54(1), 67–81.
- Milli Eğitim Bakanlığı. (2018). Ortaokul matematik dersi (5, 6, 7 ve 8. sınıflar) öğretim programı. http://mufredat.meb.gov.tr/Programlar.aspx
- National Research Council. (2011). Assessing 21st century skills: Summary of a workshop. National Academies Press. https://doi.org/10.17226/13215
- National Research Council. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press.
- NCTM. (1989 ). Curriculum and evaluation standards for school mathematics. NCTM.
- Nieveen, N., & Plomp, T. (2018). Curricular and implementation challenges in introducing twenty-first century skills in education. In C. A. Care, P. Griffin, & M. Wilson (Eds.), Assessment and teaching of 21st century skills (s. 259–276). Springer.
- Özgüven, İ. E. (1999). Psikolojik testler. PDREM Yayınları.
- Partnership for 21st Century Skills. (2009). Framework for 21st century learning. http://www.p21.org/our-work/p21-framework
- Patton, M. Q. (2002 ). Qualitative research and evaluation methods (3. baskı). Sage.
- Sak, U., & Maker, C. J. (2005). Divergence and convergence of mental forces in open and closed mathematical problems. International Education Journal, 6(2), 252–260.
- Talim Terbiye Kurulu Başkanlığı. (2017). Müfredatta yenileme ve değişiklik çalışmalarımız üzerine. http://ttkb.meb.gov.tr/meb_iys_dosyalar/2017_07/18160003_basin_aciklamasi-program.pdf
- Uçak, S. (2022 ). 21. yüzyıl becerileri ve eğitim felsefesi [Doktora tezi]. Ankara Üniversitesi.
- Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938
- Wang, L., Liu, Y., Li, Z., Hu, J., & Han, B. (2023). Non-probabilistic reliability-based topology optimization (NRBTO) scheme for continuum structures based on the strength constraint parameterized level set method and interval mathematics. Thin-Walled Structures, 188, 110856. https://doi.org/10.1016/j.tws.2023.110856
- Wyse, D., & Dowson, P. (2009). The really useful creativity book. Routledge.
- Yılmaz, N., & Korkmaz, Ö. (2025). Özel yetenekli öğrencilerle matematiksel modelleme: Deneysel bir yaklaşım. Bayburt Eğitim Fakültesi Dergisi, 20(46), 695–729.
Abstract
Bu çalışmada, 21. yüzyıl becerileri arasında önemli bir yeri olan yaratıcılık becerisinin gelişiminde matematiksel modelleme (MM) yaklaşımının etkililiği incelenmiştir. Araştırmada nitel araştırma desenlerinden durum çalışması benimsenmiştir. Araştırmanın çalışma grubunu dört öğrenci oluşmaktadır. Katılımcılar amaçlı örnekleme yöntemiyle seçilmiştir. Öğrencilerin grup olarak yaratıcılıklarını değerlendirmek amacıyla dört öğrenciden oluşan tek bir gruba dört modelleme etkinliği uygulanmıştır. Veri toplama araçları olarak yarı yapılandırılmış mülakatlar, ses ve video kayıtları, gözlem formları, etkinlik raporları ve etkinlik sonrası öğrencilerle gerçekleştirilen odak grup görüşmeleri kullanılmıştır. Verilerin analizinde betimsel analiz yönteminden yararlanılmıştır. Çalışmanın sonucunda MM etkinliklerinin öğrencilerin yaratıcılık becerisinin üç alt boyutunda (Akıcılık-Esneklik, Özgünlük ve Ayrıntılandırma) boyutlarında geliştirdiği tespit edilmiştir. En belirgin ilerleme Akıcılık-Esneklik boyutunda gözlenmiştir. Bununla birlikte etkinliklerden birinde özgünlük alt boyutuna yönelik bir kazanım elde edilmemiştir. Araştırma bulguları doğrultusunda çeşitli öneriler sunulmuştur.
Ethical Statement
Etik Kurul Komisyon Adı: Adıyaman Üniversitesi Sosyal ve Beşeri Bilimler Etik Kurul Başkanlığı Etik Kurul Belge Tarihi: 28/03/2024 Etik Kurul Belgesi Sayı ve Numara: 98280945
References
- Akar, Ş. Ş. (2017). Üstün yetenekli öğrencilerin matematiksel yaratıcılıklarının matematiksel modelleme etkinlikleri sürecinde incelenmesi [Yayınlanmamış doktora tezi]. Hacettepe Üniversitesi.
- Altun, M. (2020). Matematik okuryazarlığı el kitabı. Aktüel.
- Amit, M., & Gilat, T. (2012, Temmuz). Reflecting upon ambiguous situations as a way of developing students’ mathematical creativity. 36. Uluslararası Matematik Eğitimi Psikolojisi Grubu Konferansı (Cilt 2, s. 19-26). Taipei, Tayvan: PME.
- Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries (OECD Education Working Papers, No. 41). OECD Publishing. https://doi.org/10.1787/218525261154
- Berry, J., & Houston, K. (1995 ). Mathematical modelling. Butterworth-Heinemann.
- Blomhøj, M., & Jensen, T. H. (2003 ). Developing mathematical modelling competence: Conceptual clarification and educational planning. Teaching Mathematics and Its Applications, 22(3), 123–139. https://doi.org/10.1093/teamat/22.3.123
- Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2013 ). Bilimsel araştırma teknikleri. Pegem Akademi Yayınları.
- Casner-Lotto, J., & Benner, M. (2006). Are they really ready for work? Employers’ perspectives on the basic knowledge and applied skills of new entrants into the 21st century workforce. The Conference Board. https://files.eric.ed.gov/fulltext/ED519465.pdf
- Cheung, R. H. P., & Mok, M. M. C. (2018). Early childhood teachers’ perception of creative personality as a predictor of their support of pedagogy important for fostering creativity: A Chinese perspective. Creativity Research Journal, 30(3), 276–286.
- Creswell, J. W. (2013 ). Research design: Qualitative, quantitative, and mixed methods approaches (4. baskı). Sage.
- Creswell, J. W., Hanson, W. E., Clark Plano, V. L., & Morales, A. (2007). Qualitative research designs: Selection and implementation. The Counseling Psychologist, 35(2), 236–264.
- Dede, C. (2010 ). Comparing frameworks for 21st century skills. In J. Bellanca & R. Brandt (Eds.), 21st century skills: Rethinking how students learn (s. 51–76). Solution Tree Press.
- DiCerbo, K. E., & Behrens, J. T. (2014). Impacts of the digital ocean on education. Pearson. http://research.pearson.com/digitalocean
- Doruk, B. K., & Umay, A. (2011). Matematiği günlük yaşama transfer etmede matematiksel modellemenin etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 41, 124–135.
- English, L. D., & Watters, J. J. (2004). Mathematical modelling with young children. M. J. Høines & A. B. Fuglestad (Ed.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education içinde (C.2,335-342). Bergen University
- Ferri, R. B. (2006). Theoretical and empirical differentiations of phases in the modelling process. ZDM - The International Journal on Mathematics Education, 38(2), 86–95.
- González-Pérez, L. I., & Ramírez-Montoya, M. S. (2022). Components of education 4.0 in 21st century skills frameworks: systematic review. Sustainability, 14(3), 1493.
- Güder, Y., & Gürbüz, R. (2018). STEM eğitimine geçişte bir araç olarak disiplinler arası matematiksel modelleme oluşturma etkinlikleri: Öğretmen ve öğrenci görüşleri. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi, 8(Özel Sayı), 170–198.
- Gürbüz, R., Çavuş Erdem, Z., Şahin, S., Temurtaş, A., Doğan, C., Doğan, M. F., Çalık, M., & Çelik, D. (2018). Bir disiplinler arası matematiksel modelleme etkinliğinden yansımalar. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi, 8(Özel Sayı), 1–22.
- Gürbüz, R., & Doğan, M. F. (2018). Matematiksel modellemeye disiplinler arası bakış: Bir STEM yaklaşımı. In R. Gürbüz & M. F. Doğan (Eds.), Matematiksel modellemeye disiplinler arası bakış: Bir STEM yaklaşımı (s. 1–5). Pegem Akademi.
- Harari, Y. N. (2018). 21. yüzyıl için 21 ders (S. Siral, Çev.). Kolektif Kitap.
- Kaiser, G., & Sriraman, B. (2006). A global survey of international perspectives on modelling in mathematics education. ZDM - The International Journal on Mathematics Education, 38(3), 302–310. https://doi.org/10.1007/BF02652813
- Kapur, J. N. (1988). Mathematical modelling. New Age International.
- Karakaş, M. M. (2015). Ortaokul sekizinci sınıf öğrencilerinin fen bilimlerine yönelik 21. yüzyıl beceri düzeylerinin ölçülmesi [Yüksek lisans tezi]. Eskişehir Osmangazi Üniversitesi.
- Kertil, M. (2008). Matematik öğretmen adaylarının problem çözme becerilerinin modelleme sürecinde incelenmesi (Tez No. 221516) [Yüksek lisans tezi, Marmara Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
- Kılıç, Z. (2020). Farklı disiplinler ile ilişkilendirme bağlamında matematiksel modelleme etkinliklerinin geliştirilmesi ve uygulanması: Ortaokul öğrencileri örneklemesi (Yayımlanmamış yüksek lisans tezi). Dicle Üniversitesi.
- Lai, E. R., & Viering, M. (2012). Assessing 21st century skills: Integrating research findings. National Council on Measurement in Education.
- Leikin, R. (2013). Openness and constraints associated with creativity-directed activities in mathematics for all students. In N. Amado, S. Carreira, & K. Jones (Eds.), Broadening the scope of research on mathematical problem solving (s. 387–397). Springer.
- Lesh, R., & Doerr, H. M. (2003). Foundations of a models and modeling perspective on mathematics teaching, learning, and problem solving. In R. Lesh & H. M. Doerr (Eds.), Beyond constructivism (s. 3–33). Routledge.
- Lesh, R., & Sriraman, B. (2005). Mathematics education as a design science. ZDM - The International Journal on Mathematics Education, 37(6), 490–505.
- Lingefjärd, T. (2000). Mathematical modelling by prospective teachers [Doktora tezi, University of Georgia].
- Lu, X., & Kaiser, G. (2022). Can mathematical modelling work as a creativity-demanding activity? An empirical study in China. ZDM – Mathematics Education, 54(1), 67–81.
- Milli Eğitim Bakanlığı. (2018). Ortaokul matematik dersi (5, 6, 7 ve 8. sınıflar) öğretim programı. http://mufredat.meb.gov.tr/Programlar.aspx
- National Research Council. (2011). Assessing 21st century skills: Summary of a workshop. National Academies Press. https://doi.org/10.17226/13215
- National Research Council. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press.
- NCTM. (1989 ). Curriculum and evaluation standards for school mathematics. NCTM.
- Nieveen, N., & Plomp, T. (2018). Curricular and implementation challenges in introducing twenty-first century skills in education. In C. A. Care, P. Griffin, & M. Wilson (Eds.), Assessment and teaching of 21st century skills (s. 259–276). Springer.
- Özgüven, İ. E. (1999). Psikolojik testler. PDREM Yayınları.
- Partnership for 21st Century Skills. (2009). Framework for 21st century learning. http://www.p21.org/our-work/p21-framework
- Patton, M. Q. (2002 ). Qualitative research and evaluation methods (3. baskı). Sage.
- Sak, U., & Maker, C. J. (2005). Divergence and convergence of mental forces in open and closed mathematical problems. International Education Journal, 6(2), 252–260.
- Talim Terbiye Kurulu Başkanlığı. (2017). Müfredatta yenileme ve değişiklik çalışmalarımız üzerine. http://ttkb.meb.gov.tr/meb_iys_dosyalar/2017_07/18160003_basin_aciklamasi-program.pdf
- Uçak, S. (2022 ). 21. yüzyıl becerileri ve eğitim felsefesi [Doktora tezi]. Ankara Üniversitesi.
- Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938
- Wang, L., Liu, Y., Li, Z., Hu, J., & Han, B. (2023). Non-probabilistic reliability-based topology optimization (NRBTO) scheme for continuum structures based on the strength constraint parameterized level set method and interval mathematics. Thin-Walled Structures, 188, 110856. https://doi.org/10.1016/j.tws.2023.110856
- Wyse, D., & Dowson, P. (2009). The really useful creativity book. Routledge.
- Yılmaz, N., & Korkmaz, Ö. (2025). Özel yetenekli öğrencilerle matematiksel modelleme: Deneysel bir yaklaşım. Bayburt Eğitim Fakültesi Dergisi, 20(46), 695–729.
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Mathematics Education |
| Journal Section | Research Article |
| Authors | |
| Submission Date | May 7, 2025 |
| Acceptance Date | December 11, 2025 |
| Publication Date | January 31, 2026 |
| Published in Issue | Year 2026 Volume: 14 |
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6. The text to be sent should be typed using the word processor of Ms Word.
7. While giving references in the text, the APA 7 style, one of the common methods of citing references in social sciences, should be used. It is the authors’ responsibility whether the references are correct or not. The notes and references should be separated. If there are any notes, they should be numbered in the text and placed at the bottom of the page in order.
8. In studies sent to the journal, special attention should be paid to language use in terms of spelling, punctuation, grammatical accuracy, clarity, comprehensibility and so on. Therefore, the author is responsible for any problems and criticism likely to occur.
The texts sent to JCER should be written using the American Psychological Association (APA) style while giving the references and footnotes
JCER Reference Examples
If you are thinking about sending articles to our journal, we suggest you read the publishing policy and author guide in the about the journal section. Writers must register in the system before submitting their articles. After the registration, they can start the submission process which has five steps. Readers are suggested to register in article notification service. This process can be started by clicking the register button from the upside of the journal home page. Readers who registered in this system will get the contents of each new issue via e-mail. As stated in the privacy policy of the journal, personal information and e-mail addresses of the writers will definitely not be used for other purposes. We suggest the research libraries join this journal in their electronic source collection. It should be mentioned that open source publishing system of the journal can be proper for the academicians who use the library. More information about open source publishing system can be found on the web page of Public Knowledge Project. Writers can release their articles which are published in this journal in their personal websites or institutional archieves before and after the publication by referencing the journal. This journal provides instant access to its articles because of adopting the belief that releasing the academic studies to the community without any charge will increase the global share of the knowledge. The stage of copy arrangement aims to develop the fluency, clarity, grammar, word choice, and structure of the article. This is the last chance for the writer to make significant changes in his/her article because there will only be editing on typesetting and form of the article in the next stage. As the article which is ready for copy arrangement is in MS Word or .rtf format, it can be easily prepared as a word processing document. Two methods are suggested here. The first one is using the “track changes” feature of the MS Word. However, if this method is chosen, writer, copy editor, and editor must be able to have access to the software. The second suggested method is not related with a software and was taken here with the permission of Harward Educational Review. Journal editor can change these instructions and make them more proper for the operation of the journal.
Copy arrangement systems
1. When the “tracking changes” feature of the MS Word in the tools of the menu bar is activated, copy editor can make the changes which are thought necessary. The texts s/he adds can be seen in a different colour while the texts s/he removes from the article are seen as strikethrough, coloured, or deleted in the page margin. Copy editor can write the sentences which s/he wants to ask the writer or editor between square brackets. The article edited by the copy editor is uploaded in the system to be sent to the editor. Editor reviews the article and asks for writer’s opinions. The editor can change the editing they think are proper in a normal form by conforming them, they can change or make new additions or extractions in a different colour if they desire. If there are questions between square brackets, the writer and editor should answer them in these brackets. After the editors’ and writers’ checking up, copy editor reviews the article as a last time and confirms the changes. Then, the article gets ready for the page order and typesetting. 2. Instructions to make electronic arrangements in the article draft by using Harward Educational Review. While making electronic arrangements in the draft article, follow these steps: Responding to the suggested changes İf you are confirming the suggested changes, change the text to the normal font from bold. If you do not confirm the suggested changes, write the original sentences again and make it bold. Adding or removing texts: Mark your additions by making them bold. Write the extractions between squared brackets as in the examples: [ extracted texts]. If you are removing one sentence or more than one, write a note in the related part: Example; [ 2 sentences removed: extracted text]. Answering the question directed to the Writer: Do not do treat any way or not delete the question directed to the writer, leave them bold in the text. Write your answer at the end of the question as in the example: [ writers note: method is broadened as you suggested]. Making comment: use the comment part to explain the arrangement of the article or high amount of changes: Example; [comment: the paragraph above moved here from page 5]. Note: while numbering the pages, use page numbers which are in the printed copy sent you. Page numbers can change in the process of electronic operations.
An example of the electronic arrangement
First copy editor document: The copy editor of the journal add a question to be directed to the writer in the necessary points after reviewing the text for fluency, clarity, grammar, word choice, and form. Then, uploads the article to the journal web page and sends a note to the writer asking him to check the article.
• Writer arrangement copy: before making significant changes about the form and layout of the article whose first arrangement completed, the writer should get the editor’s thoughts. S/he should answer all the questions directed to him/her by confirming or refusing the suggested changes. After completing this process, writers should change the document name to the WriternameQAR.doc from WriternameQA.doc (example: LeeQA.doc instead of LeeQA.doc) and upload the document to the journal website.
• Last copy arrangement: Copy editor of the journal will confirm the writer’s changes and prepare the last copy by unifying the answers and the text. S/he will alert the page layout editor to complete the forming process after uploading the last copy to the journal webpage.
Ethical Principles and Publication Policy
The following ethical duties and responsibilities are written in the light of the guide and policies made by Committee on Publication Ethics (COPE).
Ethical Responsibilities of Authors
The authors who submit their manuscripts to JCER are expected to comply with the following ethical responsibilities:
• Author(s) must submit original studies to the journal. If they utilize or use other studies, they must make the in-text and end-text references accurately and completely.
• People who have not contributed to the study at the intellectual level should not be indicated as author.
• If the manuscripts submitted to be published are subject of conflicting interests or relations, these must be explained.
• During the review process of their manuscripts, author(s) may be asked to supply raw data. In such a case, author(s) should be ready to submit such data and information to the editorial and scientific boards.
• Author(s) should document that they have the participants' consent and the necessary permissions related with the sharing and research/analysis of the data that are used.
• Author(s) bears the responsibility to inform the editor of the journal or publisher if they happen to notice a mistake in their study which is in early release or publication process and to cooperate with the editors during the correction or withdrawal process.
• Authors cannot submit their studies to multiple journals simultaneously. Each submission can be made only after the previous one is completed. A study published in another journal cannot be submitted to JCER.
• Author responsibilities given in a study (e.g.: adding an author, reordering of author names) whose review process has begun cannot be changed.
Ethical Responsibilities of Editors
The editor and field editors of JCER should hold the following ethical responsibilities that are based on the guides "COPE Code of Conduct and Best Practice Guidelines for Journal Editors" and "COPE Best Practice Guidelines for Journal Editors" published as open Access by Committee on Publication Ethics (COPE).
General duties and responsibilities
Editors are responsible for each study published in JCER. In this respect, the editors have the following roles and responsibilities:
• Making efforts to meet the demand for knowledge from readers and authors,
• Ensuring the continuous development of the journal,
• Managing the procedures aimed to improve the quality of the studies published in the journal,
• Supporting freedom of expression,
• Ensuring academic integrity,
• Following the procedures without making concessions on intellectual property rights and ethical standards,
• Being transparent and clear in issues that require correction or explanation.
Ethical Responsibilities of Reviewers
The fact that all manuscripts are reviewed through "Blind Review" has a direct influence on the publication quality. This process ensures confidentiality by objective and independent review. The review process at JCER is carried out on the principle of double blind review. Reviewers do not contact the authors directly, and the reviews and comments are conveyed through the journal management system. In this process, the reviewer views on the evaluation forms and full texts are assigned to the author(s) by the editor. Therefore, the reviewers doing review work for JCER are supposed to bear the following ethical responsibilities:
Reviewers must
agree to review only in their subject of expertise.
review in an unbiased and confidential manner.
inform the editor of the journal if they think that they encounter conflict of interests and decline to review the manuscript during the review process.
dispose the manuscripts they have reviewed in accordance with the principle of confidentiality after the review process. Reviewers can use the final versions of the manuscripts they have reviewed only after publication.
review the manuscript objectively and only in terms of its content and ensure that nationality, gender, religious and political beliefs, and economic apprehension do not influence the review.
review the manuscript in a constructive and kind tone, avoid making personal comments including hostility, slander and insult.
review the manuscript they have agreed to review on time and in accordance with the ethical rules stated above.
ipts they have reviewed in accordance with the principle of confidentiality after the review process. Reviewers can use the final versions of the manuscripts they have reviewed only after publication.
review the manuscript objectively and only in terms of its content and ensure that nationality, gender, religious and political beliefs, and economic apprehension do not influence the review.
review the manuscript in a constructive and kind tone, avoid making personal comments including hostility, slander and insult.
review the manuscript they have agreed to review on time and in accordance with the ethical rules stated above.
Unethical Behaviour
Should you encounter any unethical act or content in JCER apart from the ethical responsibilities listed above, please notify the journal by e-mail at jcer.editor.in.chief@gmail.com
Cite: http://egitimvebilim.ted.org.tr/index.php/EB/pages/view/guideForAuthors#ethicalResponsibilitiesOfPublisher
Price Policy
Yükseköğretim Kurulu’nun 07.03.2019 tarihli Genel Kurulunda alınan kararı (https://www.uak.gov.tr/DuyuruBelgeleri/2022/yagmac%C4%B1-saibeli-dergiler-hk-duyuru-25012022.pdf ):
“Yükseköğretim Kurulu’nun 07.03.2019 tarihli Genel Kurulunda alınan karar gereği, 07.03.2019 sonrası yayımlanmış makaleler için geçerli olmak üzere; makale kabulünden sonra yayımlanması için yazardan ücret veya ek ücret talep eden dergiler (yağmacı / şaibeli dergiler), bu ilişkinin bir çıkar çatışması içermesi nedeniyle doçentlik başvurularında (beyannamede) kullanılamaz.” açıklaması kapsamında dergimize makale başvurusu sırasında kabul/red şartına bağlı olmaksızın makale işlem ücreti alınmaktadır. Ancak bu ücretin ödenmesinin makalenizin kabul edilmesi anlamına gelmediğini hatırlatmakta yarar var..
Gönderilen çalışmaların işlenmesi ve izlenmesi sürecinde maliyetleri karşılamak için ön değerlendirme, editörlük inceleme, dil kontrolü hizmeti, sekreterlik, yazım imla, APA kaynakça kontrol, mizanpaj kontrol vb. nedenlerden dolayı ücret talep etmekteyiz. Bu sebeple gerekli ücreti ödenmeyen makalelerin süreci başlamayacaktır.
Gönderim ücreti ödenip onaylandıktan sonra makaleler, alanı ile ilgili editöre atanır ve kör hakemlik değerlendirme süreci başlar. Göndereceğiniz makale işlem ücreti hesap bilgisine Gönderi Hazırlık Listesinden ulaşabilirsiniz. Ücret yatırıldıktan sonra info.jcer@gmail.com mail adresine makalenizin ID numarasını belirleterek bilgilendirme yapılmalıdır.
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Editorial Board
Prof.Dr. (Amasya Üniversitesi)
I graduated at the Department of Educational Sciences at the Faculty of Arts at Masaryk University, where, during his Bachelor, Master and PhD studies, I mainly focused on the history of pedagogy and education. Currently, I work as the head of the Department of Social Sciences at the Institute of Lifelong Learning of Mendel University and as the deputy director for research and science at the same institute. I am specialising mainly in research focused on Czech history of pedagogy and education in the 19th and 20th century. During my PhD study I worked as a co-researcher of the project of Czech Science Foundation called "Everyday life of primary schools as seen by teachers in the so-called Normalization period - Use of oral history method in the study of contemporary history of education" and a number of internal projects such at those funded by Masaryk University Development Fund. Currently, I am the principal investigator of another project of the Czech Science Foundation called "Secondary Technical School in Socialist Czechoslovakia from the History of the Everyday Life Point of View - Oral History Interviews with Teachers. In connection with my professional activities, I have also appeared at several requested lectures both in the Czech Republic and abroad and have published by myself or in co-authorship several studies both in Czech and foreign professional periodicals.
Prof. Dr. Özcan Özyurt, Karadeniz Teknik Üniversitesi Fen Fakültesi, Yazılım Geliştirme Bölümü'nde görev yapan bir akademisyendir. Araştırma alanları arasında Bilgisayar Bilimleri, Doğal Dil İşlemesi, İnsan Bilgisayar Etkileşimi, Metin/Doküman İşleme, Yazılım ve Yazılım Mühendisliği yer almaktadır. Özyurt, yüksek lisans ve doktora derecelerini Karadeniz Teknik Üniversitesi'nden almıştır. Yurt içi ve yurt dışı birçok dergide makale yayımlamış ve çeşitli projelerde görev almıştır. Eğitim alanında da deneyimli olan Özyurt, yazılım mühendisliği, veri tabanı yönetimi, tasarım, web tabanlı eğitim, insan bilgisayar etkileşimi ve veri bilimi gibi konularda dersler vermektedir.
Ph.D. Dzintra Iliško is a Professor of Education at the Institute of Humanities and Social Sciences at Daugavpils University, Latvia. She has an experience in academic work as a university teacher, researcher, editor, reviewer of journals, and participant in projects in education. She is an expert in psychology and education, an editor-in-chief of the Journal Discourse and Communication for Sustainable Education, and a member of the editorial board in five international peer-reviewed journals in education. Her research interests are teacher education, inclusive education, religious education, and sustainability competencies. She has over 100 journal articles, book chapters, and conference proceedings. Dzintra Iliško has implemented and coordinated local projects and Erasmus+ projects (eg Erasmus+ projects “ESD: SuperVision 4.0” and ERASMUS project." ORCID: https://orcid.org/0000-0002-2677-6005)
Professor in the field of Mathematics Education at Polytechnic of Guarda (IPG);
Post-Doc in Problem-solving Skills at Kindergarten (Institute of Education, Faculty of Education, Sakarya University, Turkey);
PhD in Science and Technology - specialization in Didactical Mathematics (UTAD University, Vila-Real);
Master's degree in Mathematics Education ( UBI University - Covilhã);
Degree in Mathematics Education (Faculty of Education, Coimbra University);
Coordinator of Center for Studies in Education and Innovation (CI&DEI - Guarda Section - https://www.ipv.pt/cidei/coord.htm) from December 2018;
Dean of HEI - School of Education, Communication and Sport, Polytechnic of Guarda, from 12/01/2015 until 14/01/2019;
Member of the Executive Commission of CEI - (Centro de Estudos Ibéricos - http://www.cei.pt/cei/estrutura.htm) from 12/01/2015 until 14/01/2019;
Member of the board of UDI (Research Unit for Inland Development - http://www.ipg.pt/udi/) from 02/2012 until 12/2014;
Develops research in mathematics education, ICT, multicultural education, pre-school and primary school education, and inclusion and innovation.
Has several scientific publications and designed activities with different HEI from Spain, Italy, Greece, Turkey, Sweden, Ireland, Denmark, Lithuania, Latvia, Romania, Czech Republic, Hungary, Belgium, Germany, Albania, Uzbekistan, Chile, Brazil, Colombia, Mexico, Costa Rica, Peru among others
He is an evaluator for ERASMUS+ Portuguese Agency and European COST projects.
Dr. Gökkurt Özdemir, Karadeniz Teknik Üniversitesi Fatih Eğitim Fakültesi Ortaöğretim Matematik Alanları Eğitimi Matematik Öğretmenliği programından 2007 yılında tezsiz yüksek lisans derecesi ile mezun oldu. Bütünleşik doktora eğitimini 2010-2014 yılları arasında Atatürk Üniversitesi Eğitim Bilimleri Enstitüsü İlköğretim Anabilim Dalı, Matematik Eğitimi Bilim Dalı’nda yapmıştır. 2011-2015 yılları arasında Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi’nde araştırma görevlisi olarak çalışan Dr. Gökkurt Özdemir, 2015 yılında Bartın Üniversitesi Matematik ve Fen Bilimleri Eğitimi Bölümü, Matematik Eğitimi Ana Bilim Dalı’na öğretim üyesi olarak atanmıştır. 2018 yılında doçent unvanı alan Dr. Gökkurt Özdemir’in çalışma alanları arasında teknoloji destekli matematik öğretimi, geometri öğretimi, pedagojik alan bilgisi, akıl ve zekâ oyunları, problem çözme, problem kurma ve kavram yanılgıları yer almaktadır. Yürüttüğü ve yürütmekte olduğu çalışmalar Birleşmiş Milletler 2030 Sürdürülebilir Kalkınma Amaçlarından Amaç 4: Nitelikli Eğitim ile ilişkilidir. Dr. Gökkurt Özdemir’in ulusal ve uluslararası alanda çok sayıda araştırması bulunmakla birlikte lisans ve lisansüstü düzeyde çeşitli dersler yürütmüştür. 2023 yılında profesörlük unvanı alan Dr. Burçin Gökkurt Özdemir, halen Bartın Üniversitesi Matematik Eğitimi Ana Bilim Dalı'nda görev yapmaktadır.
I am a dedicated education professional with a progressive vision for the future of education in Pakistan. With over 75 national and international publications and presentations at prestigious conferences, I am committed to aligning Pakistan's educational system with global standards, both in thought and technical advancement. My vision includes realistic, long-term and short-term educational planning aimed at achieving both national and institutional goals.
Currently, I serve as the Head of STEM Education at the Faculty of Education, Lahore College for Women University (LCWU), a role I have held since February 9, 2021. I am also an Associate Professor (TTS) at LCWU, a position I have been in since June 27, 2020. In my professional capacity, I teach subjects such as research methods, leadership and management, and educational psychology at the postgraduate level. Additionally, I supervise MS and PhD research works, edit two research journals (JASS and IJEER), and act as the focal person for the selection of resource persons.
Prior to my current roles, I was an Assistant Professor (TTS) at LCWU from June 2014 to June 2020, where I held similar responsibilities. I also served as an Assistant Professor on contract from September 2013 to June 2014, and as an Assistant Professor (IPFP) from September 2012 to August 2013.
My educational journey includes two postdoctoral studies: one in 2023 on educating early against climate change at the University of Nottingham, UK, and another in 2019 on leadership intellectual stimulation and faculty organizational commitment at Dicle University, Diyarbakir, Turkey. I earned my PhD in Educational Leadership from the Institute of Education and Research, University of the Punjab, Lahore, Pakistan in 2012. Additionally, I hold a Masters in Science Education (with distinction) from the same institute, completed in 1996.
My research interests lie in leadership and management, educational psychology, and ICT. I strongly believe in hard work and professional ethics, which encompass commitment, integrity, and authenticity. My goal is to foster an educational system in Pakistan that is both progressive and in harmony with global advancements.
Aysel ARSLAN, Sivas-Türkiye'de doğdu. İlkokulu Sivas'ta okudu. Ortaokul ve liseyi açık öğretim programlarından tamamladı. Lisans eğitimini 2010-2014 yılları arasında Sivas Cumhuriyet Üniversitesi Türkçe Öğretmenliği Bölümünde tamamladı. Yüksek Lisans eğitimini 2014-2017 yılları arasında Sivas Cumhuriyet Üniversitesinde, doktora eğitimini 2017-2021 yılları arasında Atatürk Üniversitesinde Eğitim Programları ve Öğretim Anabilim Dalında tamamladı. 2023 yılında alanında Doçent unvanını aldı. 2017-2018 yılları arasında Gaziantep Şahinbey merkez ilçede Türkçe Öğretmeni olarak görev yaptı. 2018-2022 yılları arasında Sivas Cumhuriyet Üniversitesi Sağlık Hizmetleri MYO'da öğretim görevlisi olarak, 2022-2023 yılları arasında Sivas Cumhuriyet Üniversitesi Eğitim Fakültesi, Eğitim Bilimleri Bölümünde Dr. Öğr. Üyesi olarak, 2023 yılından itibaren Doçent olarak görev yapmaktadır. Alanında çok sayıda makale, bildiri ve kitap bölümü yayınlamıştır. Evli ve iki çocuk annesidir.
Osman Solmaz is an associate professor of English Language Teaching at Dicle University, Türkiye. He received his Ph.D. degree from the interdisciplinary Second Language Acquisition and Teaching (SLAT) doctoral program at the University of Arizona. His research interests include teacher education, linguistic landscapes, digital literacies, social media, the implementation of technology in second language teaching and learning.
Editör-in-Chief
Dil Editörü
Grafik Tasarım
Sekreterya
Lisans Eğitimi: Sosyal Bilgiler Öğretmenliği
Yüksek Lisans Eğitimi: Sosyal Bilgiler Eğitimi
Doktora Eğitimi: Sosyal Bilgiler Eğitimi
