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    Improving Middle School Students' Understanding about Scientific Inquiry through Creative Problem-Solving Modules enriched with the History of Science
    (Turkish Education Assoc, 2024) Ozer, Ferah; Dogan, Nihal
    Research showed that middle school students' understandings of scientific inquiry in Turkiye are inadequate in spite of the science curriculum reforms that have been conducted in recent years. And thus, contemporary science curricula should be organized as learning environments where students can find creative solutions to real -life problems using inquiry, collaboration, and reflection and can experience the process of creating scientific knowledge. In line with this, in this study, it was aimed to improve the understanding about scientific inquiry of middle school students through learning environments namely Creative Problem -Solving Modules Enriched with History of Science, and to compare their effectiveness with the current science curriculum. The participants of the study were students in the 5th, 6th, and 7th grades, who were grouped as intervention (N=141) and control (N=77). Since it is a quasi -experimental study, classroom interventions namely Creative Problem -Solving Modules Enriched with History of Science were implemented in the intervention classrooms for one academic year, whereas in the control group classes, the Ministry of National Education Science (MoNE) curriculum practices, which has the vision of scientific literacy and is based on the inquiry -based teaching approaches, were applied. The data collection tool of the study was Views About Scientific Inquiry (VASI) Questionnaire developed by Lederman et al. (2014) which consists of open-ended questions. VASI was administrated as a pre-test and post-test to both groups, and additionally focus group interviews were conducted with VASI questions. The results showed that the changes in the understanding of the aspects of SI-2 (There is no single set or sequence of steps followed in all investigations) and SI-8 (Explanations are developed from a combination of collected data and what is already known) were found statistically significant in favor of intervention groups. Moreover, although the lowest percentage of naive students were found in the intervention groups prior to interventions, it was found that the current curriculum practices were not found as effective as the Creative Problem-Solving Modules Enriched with History of Science in improving these understandings of middle school students. In line with this, the Creative Problem-Solving Modules Enriched with History of Science helped students in the intervention groups to be at the informed level on all aspects of SI except SI-1 (Scientific investigations all begin with a question but do not necessarily test a hypothesis) and SI-2 (There is no single set or sequence of steps followed in all investigations). However, no students from the control groups were found at the informed level in 5 of 8 aspects of SI (SI-1, SI-2, SI-5, SI-7, and SI-8). While the effect of the Creative Problem -Solving Modules Enriched with History of Science interventions on the development of scientific inquiry understandings varies by grade level; it was also found that current inquiry -based science curriculum practices had a limited effect regardless of the grade level. The results showed that in the intervention groups in which the modules were implemented, 7th and 5th grades were the ones who improved their understanding the most. In line with the study results, implications were discussed and recommendations for policymakers are provided.
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    What nos teaching practices tell us: A case of two science teachers
    (E-flow PDF Range Management Society of India, 2013) Dogan, Nihal; Cakiroglu, Jale; Bilican, Kader; Cavus, Seda
    Translation of nature of science (NOS) views into teaching practice and the development of teachers' NOS teaching are still open to investigation. Therefore, how teachers' translation of NOS understanding into practice occurs and what extend science teachers are able to transform their understanding into explicit reflective NOS instruction have been issues still need to be further exploration. This study explored the impact of intensive nature of science summer workshop on science teachers' views of NOS and their instructional practices. The current study was a case study of two middle school science teachers documenting their NOS views and instructional practice on NOS in the classrooms. Data resources included the VNOS-C; interviews and classroom observations. Participants made substantial improvements in their understandings of the targeted aspects of NOS as a result of their participation in professional development program. The study also showed that two of teachers translated their understanding of NOS in a certain degree into instructional practice.
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    What Went Wrong? Literature Students are More Informed About the Nature of Science than Science Students
    (Turkish Education Assoc, 2011) Dogan, Nihal
    The purpose of this study was to investigate science-math (SM) and literature-math (LM) branches of high school students' views on NOS and to compare their beliefs about NOS. The study's sample consisted of 120 Turkish 11th grade students (60 in the science-math branch and 60 in the literature-math branch). Some significant differences were found between science-math and literature-math students' conceptions of NOS. The results indicate that compared to science-math branch students, literature-math branch students seemed to be more informed about the tentativeness of scientific knowledge, arriving at scientific knowledge, differences in scientific knowledge and scientific opinion. The results of this study introduce one of the reasons why science-math students enroll in courses on history of science and philosophy of science during high school.
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    What went wrong? Literature students are more informed about the nature of science than science students
    (2011) Dogan, Nihal
    The purpose of this study was to investigate science-math (SM) and literature-math (LM) branches of high school students' views on NOS and to compare their beliefs about NOS. The study's sample consisted of 120 Turkish 11th grade students (60 in the science-math branch and 60 in the literature-math branch). Some significant differences were found between science-math and literature-math students'conceptions of NOS. The results indicate that compared to science- math branch students, literature-math branch students seemed to be more informed about the tentativeness of scientific knowledge, arriving at scientific knowledge, differences in scientific knowledge and scientific opinion. The results of this study introduce one of the reasons why science-math students enroll in courses on history of science and philosophy of science during high school.