Oral, Ezgi

Scholarly Output Search Results

Now showing 1 - 2 of 2

Citation - WoS: 2
Citation - Scopus: 4
The Effects of Yoga Education on the Cognitive Functions of Children in Early Childhood
(Turkish Education Assoc, 2021) Ozgun, Songul Yasemin; Özkul, Fatma Betül; Oral, Ezgi; Şemin, Makbule İlgi
The aim of this research study is to analyze the effects of yoga education on the cognitive functions in early childhood. This study is a semi- experimental study with Pretest Posttest Control Group Experimental Design. The research sample comprises 28 children between the ages of 4-5 years, 10 in the experimental and 18 in the control group, who are currently enrolled in separate preschool programs in the city of Izmir. Application of Cognitive Functions Scale (ACFS) and Personal Information Form were used in the research in order to identify the children's cognitive functions. In the study, children in the experimental group were provided with 1 hour a week of yoga education given by a certified, expert yoga instructor for 12 weeks, while the control group children were left without intervention. Mann Whitney-U test and Wilcoxon Signed Rank Test were used for data analysis. The research findings showed that the experimental group's total ACFS scores and average posttest scores for the Tasks Section Subscales were significantly higher than their average total pretest scores. No significant difference was found between the pretest and posttest score averages of the control group. A comparison of the total posttest scores of experimental and control groups showed no statistically significant differentiation in the subscales of short term auditory memory, perspective-taking, and verbal planning; while the differentiation was statistically significant between the subscales of classification, sequential short term auditory memory, short term visual memory, and pattern completion, as well as the total ACFS posttest scores. The research findings are discussed in relation to the literature.
Citation - Scopus: 1
Examination of Pre-School Teachers' Self-Efficacy Beliefs and Self-Efficacy Regarding Gifted Education
(Journal for the Education of Gifted Young Scientists, 2017) Oral E.
This research was conducted to determine the needs of preschool teachers for education of gifted children by examining their overall self-efficacy and self-efficacy regarding gifted-children's education. This study which was conducted in the descripted survey model was carried out in the province of Izmir in the academic year of 2016-2017. The sample of the research is composed of 109 pre-school teachers who were working in public or private schools in I?zmir. In order to determine the overall self-efficacy of the preschool teachers "Preschool Teachers Self- Efficacy Beliefs Scale", and to determine self-efficacy regarding gifted children's education "Gifted Education Self-Efficacy Scale for Teachers" was used. Teachers have voted lower scores for self-efficacy beliefs for gifted students than needs of self-efficacy for pre-school. It was observed that the youngest teachers evaluated themselves more efficacious. It is also obtained that students who have associate degree considered more efficacious than high school, graduated and master degree. The results of this study showed that teachers who work at pre-school education institution need education for gifted students. © 2015 Journal for the Education of Gifted Young Scientists.

Journal	Count
Egıtım Ve Bılım-Educatıon And Scıence	1
Journal for the Education of Gifted Young Scientists	1

Oral, Ezgi

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