01.11.2026  ıssue publishing date
                                                                                                                                                          Full Issue
                                                   
Generic / Jeneric 


Cover / Kapak  

Abstract

Technological advancements have brought about certain changes in the competencies teachers need to possess. The use of technology in education, which began with the incorporation of technological tools and computers into the teaching-learning process, has continued in the form of e-learning, blended learning, and flipped learning. Flipped and gamification-based learning models enrich teaching environments, provide active participation experiences, feedback, motivation, and a fun learning environment. Within the scope of the research, a teaching process incorporating flipped learning and gamification-based learning implementations was designed for the social studies teaching course in the primary school teaching undergraduate program, and the opinions of teacher candidates were collected at the end of the implementation. A single-case embedded design was used in the study. The study group consisted of third-year students in the undergraduate program in primary school teaching at a state university in Izmir, Türkiye. The teaching model applied in the groups was determined by random assignment. The gamification-based flipped learning model was used in one group, and the gamification-based learning model was used in the other. A seven-week quasi-experimental process was carried out with a total of 85 teacher candidates. At the end of the process, the opinions of twelve teacher candidates, six from each experimental group, were collected. The collected data were analyzed using content analysis. The research results showed that in the social studies teaching course conducted with the flipped learning and gamification-based learning models, learners' success increased, lasting learning took place, and there were many positive effects on the learning processes.

Keywords: Flipped learning, gamification, teacher candidate, social studies teaching.

CITATION:  Ayar, A.& Savaş, B. (2026).Student views on flipped learning and gamification in social studies teaching . J-EDUCAT: Journal of Educational Studies, 4(2), 676-703,   https://doi.org/10.5281/zenodo.20334576 

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Futbol Oyun Görüntülerinde Otomatik Faul Tespiti için SqueezeNet Tabanlı Bir Derin Öğrenme Modeli

A SqueezeNet-Based Deep Learning Model for Automatic Foul Detection in Soccer Game Images

Dr. Ahmet DÜZGÜNCE
Atatürk Üniversitesi, Türkiye, ORCID: orcid.org/0000-0003-2603-5554

Abstract

In recent years, deep learning-based computer vision methods have achieved significant success in image analysis and classification problems. Especially, automated analysis systems developed in the field of sports analytics have become an important research topic for reviewing match images and supporting referee decisions. In football matches, foul decisions are often made based on rapidly evolving situations, which can lead to some erroneous assessments. Therefore, the automatic detection of foul situations from football images constitutes an important research area for both referee support systems and sports analytics studies. This study proposes a deep learning-based approach to detect fouls in football images. The proposed method utilizes the SqueezeNet architecture, known for its low number of parameters and high accuracy performance. A dataset of 716 football images was used in the study, 461 of which were foul situations and 255 were non-foul situations. The dataset was divided into two parts: 70% training and 30% testing. During the training process, the images were fed into a deep convolutional neural network, and the classification performance was evaluated. The results show that the proposed model achieves high success in detecting fouls in football image. According to experimental results, the average training accuracy of the SqueezeNet model was 97.21%, and the validation accuracy was approximately 96%. These findings demonstrate that deep learning-based methods can be effectively used in the automated analysis of football image. It is considered that the proposed approach could provide a significant infrastructure for future video-based analysis systems, referee support technologies, and sports analytics applications.

Keywords: Deep Learning, Football Image Analysis, Foul Detection, SqueezeNet

CITATION:  Düzgünce, A.(2026).Futbol oyun görüntülerinde otomatik faul tespiti için SqueezeNet tabanlı bir derin öğrenme modeli. J-EDUCAT: Journal of Educational Studies, 4(2), 704-715.   https://doi.org/10.5281/zenodo.20445515  

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Article -  3                                    (Research Article)                         (TUR)

TPACK and SAMR in Geometry Teaching: The Gap Between Perception and Performance

Abstract

This study investigates the effect of a mobile application-supported geometry teaching process on pre-service mathematics teachers' Technological Pedagogical Content Knowledge (TPACK) perceptions and examines the extent to which these perceptions are reflected in pedagogical designs through the SAMR (Substitution, Augmentation, Modification, Redefinition) framework. Employing an explanatory sequential mixed-methods design, the quantitative phase involved administering a 12-week intervention to 67 pre-service mathematics teachers at a public university in Izmir, with pre-post data collected using the TPACK-Math Scale. In the qualitative phase, digital activity plans of six purposefully selected participants were assessed using a SAMR rubric, and semi-structured interviews were analyzed thematically. Quantitative findings revealed statistically significant improvements across all TPACK sub-dimensions in favor of the post-test (p < .001), with effect sizes ranging from medium to large (Cohen's d = 0.42-0.89). However, qualitative findings indicated that the majority of digital activity plans were concentrated at the Augmentation (A) level of the SAMR model, with no plan reaching the Redefinition (R) level. Interview data revealed that participants' pedagogical design approaches polarized sharply between student-centered exploration and teacher-centered demonstration. Consequently, the study provides empirical evidence for the perception-performance gap, demonstrating that increases in self-reported TPACK perceptions do not always translate into plan-level pedagogical performance.

Keywords: TPACK, SAMR, mobile learning, geometry teaching, teacher education

CITATION:  Can. Y. & Yılmaz, S. (2026). Geometri öğretiminde TPACK ve SAMR: algı ile performans arasındaki boşluk. J-EDUCAT: Journal of Educational Studies, 4 (2), 716-737. https://doi.org/10.5281/zenodo.20531564  

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ALL RESPONSIBILITY OF THE ARTICLES PUBLISHED IN THE JOURNAL BELONGS TO THE AUTHORS. 

DERGİDE YAYIMLANAN YAZILARIN TÜM SORUMLULUĞU YAZARLARINA AİTTİR.  

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