Matematik ve Fen Bilimleri Eğitimi Koleksiyonu

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https://hdl.handle.net/20.500.12491/80

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State-based curriculum making in Turkey: Curriculum modernization initiative and the latest science curriculum
(Wiley, 2023) Akar, Ebru Öztürk
Turkey's politically induced 'curricular modernization initiative' intended a philosophical change and a system-level transformation from behaviouristic to constructivist-inspired pedagogies in the early 2000s. Science curriculum has been one of the curricula that has taken precedence. It has changed four times since then. The latest science curriculum for grades 3-8 - age group 9-13 - is issued in 2018. This study examines these curricula and discusses curriculum making at the macro site. Whether or to what extent the tools of state-based curriculum making (ToSBCM) are used is also investigated. Directed content analysis and thematic analysis are used to address the research questions. Findings revealed that Turkey's latest science curriculum is a reformulation of its predecessors' goals, learning outcomes and content. ToSBCM are effectively used in introducing the new emphases of curriculum, managing discourse communities and granting the executive responsibility to teachers. Considering Turkey's curricular experiences as a country which has one of the most centralized education systems among OECD countries, and a very large hierarchical national administration with schools having the lowest levels of autonomy in determining curriculum and assessment policies among countries participating in PISA, findings offer opportunities to compare and discuss processes of curriculum making with an international perspective.
The influence of Nature of Science embedded in the Argument-Driven Inquiry instructional method to promote content knowledge and self-efficacy of pre-service science teachers in evolution
(Routledge Journals, Taylor & Francis Ltd, 2022) Eymur, Gülüzar; Hasançebi, Funda Yeşilbağ; Çetin, Pınar Seda
The purpose of the present study was to reveal the effectiveness of the Nature of Science (NOS) embedded in Argument-Driven Inquiry (ADI) instructional method on pre-service science teachers' (PSTs) content knowledge and self-efficacy in evolution theory. The study was a mixed-method study in which the qualitative data collection and analysis was conducted after the quantitative. In the first part of the study, a pre-post intervention design was used as a part of quasi-experimental study and in the second part, semi-structured interviews were conducted to deepen understanding of the results of the intervention. The participants of study consist of 36 PSTs who attended a public university in the north of Turkey. The findings showed that the NOS embedded in the ADI instructional method was effective for increasing content knowledge and self-efficacy and decreasing misconceptions in evolution. However, there were no differences in PSTs' beliefs with respect to creationist views after intervention.
School characteristics mediating the relationship between school socioeconomic status and mathematics achievement
(İzzet Kara, 2022) Albayrakoğlu, Özlem; Yıldırım, Selda
While numerous studies have reported the effect of school socioeconomic status (SES) on achievement, the factors that can cause this relationship are not well established. This study is, therefore, an attempt to understand school SES and students' mathematics achievement relationship by assuming that this relationship occurs through a correlation between school SES and school characteristics. Identifying these school characteristics is crucial to reduce the relation between SES and achievement for educational equity. Focusing on the 8th-grade mathematics data from Trends in International Mathematics and Science Study (TIMSS) 2015, this study aimed to identify school characteristics (quality of mathematics teaching at school, discipline at school, sense of school belonging, and school academic emphasis) that can mediate the relationship between school SES and students' mathematics achievement. The results of multilevel regression analyses showed that controlling school characteristics reduced the relationship between school SES and students' mathematics achievement in most of the educational systems. However, the results of multilevel multiple mediation analysis showed that the relationship between school SES and students' mathematics achievement were mediated through discipline at school, school academic emphasis, or sense of school belonging in some educational systems. In addition, the results indicated that the quality of mathematics teaching at school was not a mediator in this relationship. These results suggest the need for eliminating the effect of school SES on some school characteristics to improve equity in education.
Structural assessment of novel spiro-naphthalene-1.2'- [1,3,4] oxadiazol-4-ones prepared under batch and flow chemistry with a concise antifungal and anti(myco)bacterial activity
(Pergamon-Elsevier Science Ltd, 2023) Saleh, Lange Yakubu; Altıntaş, Bahadır; Filiciotto, Layla; Zorlu, Yunus; Luque, Rafael; Ülger, Mahmut
The reaction of hydrazonyl chlorides with 2,3-dichloro-1,4-naphthoquinone yielded pharmaceutically important spiro-naphthalene-1,2'-[1,3,4]oxadiazol-4-ones under batch and flow synthesis methods. The regioselective cycloaddition protocol operates under mild conditions, tolerates a wide range of structural moieties and delivers versatile spiro-oxadiazole motif with high efficiency. The obtained products were elucidated by IR, 1H NMR, 13C NMR, HRMS and compound 6h was characterized by single crystal X-ray diffraction technique. The synthesized molecules have been subjected to theoretical analysis by quantum chemical calculations at DFT/B3LYP/def2-TVZP level, which provided supporting data for the experi-mental findings. In addition, a concise biological evaluation of some selected novel spirocyclic molecules is reported.(c) 2022 Elsevier Ltd. All rights reserved.
Preservice science teachers' conceptions of trees, forests and deforestation
(Routledge Journals, Taylor & Francis Ltd, 2023) Akar, Ebru Öztürk
In this study, preservice science teachers' conceptions of trees, forests and deforestation were explored. Thirty-three preservice science teachers who were enrolled in a compulsory ecology course participated in the study. Two open question forms were used to collect data in class hours. A phenomenographic research methodology was used to analyse preservice science teachers' written responses. Outcome space represented the full range of conceptions held by the participants and the relations identified between these conceptions. Participant responses in one of the class activities, i.e. 'Name the Tree', were also used to conclude if the preservice science teachers recognise the trees that they pass daily. Implications for teacher education are considered accordingly.
Science teacher's perceptions of the nature of technology: A Q-methodology study
(Springer, 2021) Türkoğlu, Ayşe Yenilmez; Aydın, Fatih; Eş, Hüseyin
The aim of the current study was to explore science teachers' perceptions of the nature of technology through the use of Q methodology. 17 science teachers were sampled as participants, and to explore their perceptions of the nature of technology, they ranked a Q-sort of 36 statements that constituted the following six categories: (i) definition of technology, (ii) the relationship between science and technology, (iii) the impact of society on technology, (iv) the impact of technology on society, (v) the impact of technology on environment, and (vi) the impact of technology on economy. As the participants completed their Q-sort, they were interviewed. Analysis of the participants' Q-sorts resulted in a three-factor solution, i.e. three distinct patterns of perception about the nature of technology. The three perspectives included teachers who are (i) equally aware of the benefits and drawbacks of technology and the relation of it to science, (ii) optimist about technology and aware of its dependence on society, and (iii) optimist about technological innovations but tempered by technology-driven environmental and social issues. Findings indicated gender and years of professional experience as potential determiners within these perspectives, which needs further research.
Psychological modeling of preservice science teachers' argumentativeness, achievement goals, and epistemological beliefs: A mixed design
(Springer, 2022) Demirbağ, Mehmet; Bahçıvan, Eralp
This study was conducted to investigate the relationships among Turkish preservice science teachers' argumentativeness, epistemological beliefs, and achievement goals, as well as the reasons for coherencies and incoherencies among these variables. A sequential explanatory research design was applied within the 2 following studies. In Study I, the data from 930 preservice science teachers were investigated with structural equation modeling analysis. This analysis presented evidence regarding the relationships among the variables of the study. For example, preservice science teachers' scientific epistemological beliefs significantly predicted their argumentativeness and goal orientations. In Study II, 2 students were selected for each argument approach and argument avoidance cases. Data were collected through semistructured interviews and analyzed via a content analysis. The results of this study showed that participants' self-construal impacted the relationships among their argumentativeness, goal orientations and scientific epistemological beliefs. An investigation of a more comprehensive belief system model including preservice science teachers' self-construal is suggested considering the overall results.
Training in?service teachers through individualized technology?related mentorship
(Springer, 2021) Başer, Derya; Akkuş, Recai; Akayoğlu, Sedat; Top, Ercan; Gürer, Melih Derya
Following the recent developments in information and communication technologies (ICT), educators cannot opt-out using technology in educational settings. Yet, research studies have indicated that teachers' lack of ICT knowledge is considered among the barriers for successful technology integration. Within this framework, this study aimed at documenting the perceptions of in-service teachers about individualized technology-related (ITR) mentoring processes based on the TPACK model. The ITR mentorship provided one-to-one mentoring sessions lasting two semesters at the schools where the teachers worked. The collaboration between the mentor and the mentee (teacher), called ITR mentorship, included not only the support for technological needs of the teachers but also preparing course materials for teaching specific content of the subject. Through mixed methodology, quantitative and qualitative data were collected from participating 31 (17 mathematics and 14 language) teachers. At the end of the study, the change in perceived TPACK levels of teachers was quantitatively examined and qualitatively supported with their views on this process. It was found that technology-related TPACK constructs significantly increased through one-to-one mentoring due to its non-threatening atmosphere, enabling flexible time and content, and addressing the needs of the teachers. In the light of these findings, the ITR mentorship can be suggested for the professional development of teachers and considered for in-service teacher trainings.
The influence of pedagogical beliefs on technology acceptance: A structural equation modeling study of pre-service mathematics teachers
(Springer, 2022) Gürer, Melih Derya; Akkaya, Recai
Pedagogical beliefs are a critical factor in terms of integrating technology into teaching, but very few technology acceptance models (TAMs) have considered them. Hence, this study aims to extend the TAM by incorporating pre-service teachers' conception of teaching and learning. The revised model examined the influence of pre-service mathematics teachers' constructivist and traditional pedagogical beliefs on their technology acceptance through perceived ease of use, perceived usefulness, attitude toward technology, and behavioral intention to use. Survey data were collected from 714 pre-service mathematics teachers in Turkey and analyzed through path analysis. The results showed that pre-service mathematics teachers' pedagogical beliefs were more constructivist-oriented than traditional-oriented, and constructivist beliefs had a significant influence on the components of the TAM. On the other hand, pre-service teachers' traditional-oriented beliefs did not influence their perceived usefulness of and attitudes toward technology but had positive effects on perceived ease of use. Implications for pre-service mathematics teacher education were discussed.
One-on-one technology mentoring for in-service teachers: The experiences of future ICT coordinators
(International Society for Technology, Education and Science, 2021) Top, Ercan; Gürer, Melih Derya; Başer, Derya; Akayoğlu, Sedat; Akkuş, Recai
With the increasing demands of technology integration by the institutions, educators felt the need to develop themselves professionally. In this study, as a way of professional development, we focused on one-on-one technology mentoring for in-service teachers because the experiences of mentors would shed light on professional development programs in the context of both mentors' progress and mentoring in-service teachers. Mentors for teachers were assigned to facilitate teachers' ICT usage and ICT integration skills. The mentorship implementation lasted two semesters with 42 mentors' participation. The determination of the content of the mentoring process was completely based on the needs and interests of the teachers. After the implementation, the perceptions and experiences of the mentors were asked and coded through content analysis. According to the analysis, the responses of the mentors were grouped into five main categories; (a) affordances of the technology mentoring process, (b) the contribution of the project to the teachers, (c) the contribution of the project to the mentors, (d) the challenges experienced by the mentors, and (e) the weaknesses of and the suggestions for the mentoring process. The findings of this study indicated that future ICT coordinators believed that one-on-one technology mentoring in real school settings is an effective way not only for training in-service teachers but also for creating awareness of being an ICT coordinator and developing ICT mentoring skills.
Gaining entrepreneurship skills in mathematics education: The middle school mathematics course curriculum of Turkey
(TAYLOR & FRANCIS, 2022) Tarhan, Murat; Akkaş, Elif Nur; Ayvaz, Ülkü
The aim of this study is to determine the objectives in the Middle School Mathematics Course Curriculum that can be associated with entrepreneurship education and to prepare activities/questions related to these objectives to be studied in gaining entrepreneurship skills. The curriculum was examined according to the framework developed by Tarhan (2019b), which consists of the dimensions of business idea, finance, product design and production, promotion and marketing, and investment within entrepreneurship education. The data obtained through the examination of the objectives were analyzed by descriptive analysis, and it was determined that at least one objective could be associated with each of the dimensions at each grade level. In total, 42 objectives in the learning domains of 'numbers and operations, geometry and measurement, algebra, probability, and data processing' were determined related to the dimensions of entrepreneurship skills. Accordingly, sample activities/questions to be studied in gaining 20 different sub-skills of entrepreneurship education were prepared and it was suggested that further research can be conducted to investigate the effectiveness of these activities/questions prepared to develop entrepreneurship skills.
A structural equation modeling analysis of relationships among university students’ readiness for e-learning, self-regulation skills, satisfaction, and academic achievement
(Springer Nature, 2021) Yavuzalp, Nuh; Bahçıvan, Eralp
The aim of this study is to examine the relationships of readiness for e-learning with self-regulation skills, satisfaction, and academic achievement in university students taking campus-based courses via distance learning. In this context, a structural equation model is proposed by taking studies in the literature into consideration. The proposed model is analyzed and discussed in the light of the literature. A total of 749 university students from a state university in Turkey participated voluntarily in the study. A scale of readiness for e-learning, a self-regulated online learning scale, and a satisfaction survey were used as data collection tools in the study. The fit index values obtained from the analysis were observed to be chi(2)/df = 4.11, CFI = .90, and RMSEA = .06, which were at an acceptable level. The research results reveal that the university students' readiness for e-learning was effective on their self-regulation skills, satisfaction, and academic achievement. Implementation suggestions are made in line with the research findings and conclusions.
Fostering mathematical creativity with problem posing activities: An action research with gifted students
(Elseiver, 2021) Ayvaz, Ülkü; Durmuş, Soner
The aim of this research was to foster the skills of problem posing and mathematical creativity of the gifted student having difficulties with posing problems. The participants consisted of six 7th grade students. With this purpose, a 30-h action plan consisting of 18 problem posing activities based on the model of Stoyanova (1997) was prepared. The Problem Posing Test was used as the pre-test and post-test to measure the skills of problem posing and mathematical creativity. At the first step of data analysis, posed problems was analyzed by the Problem Posing Assessment Rubric in order to calculate the pre-test and post-test problem posing scores. Then the problems were analyzed based on two components of creativity, fluency and flexibility, and the composite creativity scores were calculated. The findings showed that the gifted students had significantly higher post-test scores on both measures. Therefore, it can be said that the action plan improved the problem posing and mathematical creativity skills of the gifted students.
Secondary school teachers' preferences in the process of individual technology mentoring
(Pergamon-Elsevier Science Ltd, 2021) Top, Ercan; Başer, Derya; Akkuş, Recai; Akayoğlu, Sedat; Gürer, Melih Derya
Technology mentoring helps to overcome various barriers to ICT integration in education and increases teachers' use of ICT for personal and professional purposes. Technology mentoring could make this improvement possible by providing a flexible environment for teachers in their educational settings. For this reason, one-to-one teacher-mentor matching was designed, and the details of the process were led by the teachers' preferences. In this study, which lasted for two semesters, 54 mentors and 48 teachers were paired based on the mentors' decision whether they preferred to work with language teachers or Mathematics teachers. As for the data of the study, the mentors' weekly logs and their responses to the question on the way of content determination were collected. Analyzing the responses of the mentors, it was seen that teachers were more dominant in the content decision process. Moreover, the analysis of the mentors' weekly logs revealed that teachers asked for help with learning software programs, designing instructional materials, workload support, and technical support, from the most frequently demanded to least one, respectively. Teachers' demands related to program learning constitute almost three-fourths of the total demands. When the teacher was given enough flexibility in their context, it was seen that a teacher-centered process of ICT integration emerged. The study concluded that teachers put forward their knowledge of ICT in solving problems if they had the opportunity to try their ideas. Therefore, it is suggested that teachers should be actively involved in the decision-making process of ICT training content.
Quality of argumentation by seventh-graders in local socioscientific issues
(Wiley, 2020) Çapkınoğlu, Esra; Yılmaz, Serkan; Leblebicioğlu, Gülşen
The study's purpose was to evaluate the quality of argumentations presented by students in relation to local socioscientific issues (SSIs). The participants, 36 seventh-grade students from state schools, were divided into three learning groups-outdoor group, newspaper group, and presentation group. Five local environment-related SSIs were selected: an artificial lake, chicken coops, leather tanneries, base stations, and hydroelectric power plants (HPPs). Different data sources were provided to each group pertaining to their SSIs. The outdoor group learned through field trips, the newspaper group acquired information through newspapers, and the presentation group learned via presentations. Each group gathered data from their unique learning sources, which then formed the basis of their arguments. After a pilot study, each group experienced the same argumentation practice within smaller groups. The recorded discussions were transcribed, and the qualities of 582 argumentation episodes chronicled over a period of 10 weeks were evaluated using an analytical assessment tool. It emerged that the quality of argumentations of each group varied by the data sources and the contexts of the SSIs. While the newspaper group displayed the best performance in 4 out of 5 issues, the outdoor group had the lowest performance overall. In terms of generating high-quality argumentations about the artificial lake, chicken coops, and base stations, the newspaper group ranked top, followed by the presentation group, and then the outdoor group. HPPs proved to be the most challenging context for students across all groups. The study sums up with discussions of the differences between the quality of argumentations of the various groups and the implications of the study's conclusions.
The online learning self-efficacy scale: its adaptation into Turkish and interpretation according to various variables
(Anadolu Üniversitesi, 2020) Yavuzalp, Nuh; Bahçıvan, Eralp
The aim of this study was to adapt the Online Learning Self-Efficacy Scale (OLSES), developed by Zimmerman and Kulikowich (2016) to determine university students' self-efficacy perceptions in online learning environments, into Turkish, and to analyse the validity and reliability of the results of the scale. The original form of the scale, which is in English, consists of three factors (learning in the online environment, time management and technology use) and of 22 items. In this process, first of all the Turkish language equivalence of the scale was ensured, and then, in the light of the recommendations of experts in the field, the content validity of the scale was established. Next, to ascertain its construct validity, the scale was applied to 2,087 university students who were taking at least one of the campus-based common compulsory courses via distance learning. According to the results of the analysis performed in adherence with the exploratory factor analysis used in the original scale, one item was removed from the scale since it had a factor loading below 0.40, and a single-dimension scale consisting of 21 items was obtained. The factor loadings of the items in the scale were observed to range between 0.85 and 0.92. The Cronbach's alpha coefficient of internal consistency calculated for reliability of the scale was determined as 0.987. Consequently, it is considered that inferences and interpretations to be made based on the Online Learning Self-Efficacy Scale consisting of 21 items and a single dimension will be valid and reliable. In the interpretations made of the research data, the variables of gender and school type were examined. No statistically significant difference was found between groups regarding either gender or type of school.
Perceptions of eighth graders concerning the aim, effectiveness, and scientific basis of pseudoscience: The case of crystal healing
(Springer, 2020) Metin, Duygu; Çakıroğlu, Jale; Leblebicioğlu, Gülşen
Practices such as astrology or crystal healing can be defined as pseudoscience. Against pseudoscience, one of the major responsibilities of science education must be to develop science-literate individuals who are able to understand what science is, how science is undertaken, how scientific knowledge is constructed, and how it is justified, then they will be able to determine whether a claim is valid and be alert to practices which fall outside the realms of science, especially those in the area of pseudoscience. For this reason, the ability of recognizing flawed process and claims of pseudoscience is referred to one of the crucial parts of science literacy. The present study aimed to uncover middle school students' understanding of the inherent aim of pseudoscientists and pseudoscientific applications related to crystals and to reveal their judgments and justifications regarding the effectiveness and scientific basis of these applications. The present study was qualitative in nature. The results of the study showed that the students were very gullible about the aim, effectiveness, and scientific basis of pseudoscientific practices and in particular the use of crystals. Furthermore, similar to pseudoscientists, the students generally used weak reasoning to evaluate the presented claims and research designs about crystals and crystal healing.
Ortaokul öğrencilerinin bilimsel sorgulama görüşleri: Cinsiyet, sınıf düzeyi ve okul türü değişkenlerinin incelenmesi
(Dergipark Akad, 2020) Doğan, Nihal; Tosunoğlu, Çiğdem Han; Özer, Ferah; Akkan, Banu
Bilimsel sorgulama (BS), bilim okuryazarı öğrencilerin hedefine ulaşmada en önemli bileşenlerden birisidir. Öğretim programında ‘anlayış’ ve ‘beceri’ olarak farklı ifade edilmiş olsa da BS hakkında bilinçli düzeyde görüşlere sahip olan öğrencilerin bu konudaki becerilerinin de daha fazla gelişeceği açıktır. Sorgulama becerilerinin ve anlayışının geliştirilmesi, sorgulamaya dayalı stratejilerin ve sınıf içi uygulamalarının dikkatli bir şekilde planlanmasını ve uygulanmasını gerektirir. Ancak, sorgulamaya dayalı stratejileri planlama ve uygulama öncesinde, uygulamaların kalitesini ve içeriğini planlama adına öğrencilerin bu konudaki hazırbulunuşluluklarını ve görüşlerini inceleyen betimleyici çalışmalara ihtiyaç vardır. Bu nedenle bu çalışmanın amacı, sosyo ekonomik düzeyleri farklı beş okulda öğrenim gören toplam n = 599 5, 6 ve 7. sınıf öğrencilerinin bilimsel sorgulama hakkındaki görüşlerinin betimsel olarak ortaya konulmasıdır. Çalışmanın birincil veri kaynağı, Lederman vd. (2014) tarafından geliştirilen, açık uçlu Bilimsel Sorgulama Hakkında Görüşler Anketi’ne (VASI) verilen öğrencileri yanıtlarıdır. Çalışma sonuçları, ortaokul öğrencilerinin bilimsel sorgulamanın tüm bileşenleri hakkında görüşlerinin yetersiz düzeyde olduğunu göstermiştir. Çalışmanın sonuçları derinlemesine incelendiğinde ise, bilinçli düzeyde görüşlere sahip olan ortaokul öğrencilerinin büyük bir kısmını, özellikle üst-orta sosyoekonomik düzey okulların 6. sınıflarında öğrenim gören öğrencilerin oluşturduğu görülmüştür.
Evaluation of mathematics e-books from the stem standpoint
(Univ Silesia, 2019) Durmuş, Soner; Eldekçi, Sultan
Current research findings imply that e-learning, curricula, educational objectives and e-books should be aligned with the STEM approach to ensure correct implementation of STEM strategies. The use of ICT is recommended to make e-learning compatible with the STEM perspective in education. In this study, it is aimed to evaluate the integration of ICT and STEM perspectives through assessing middle school mathematics e-books. Middle school mathematics e-books approved by the Ministry of Education in Turkey are examined from the STEM standpoint. The findings of the study are discussed, and some recommendations are given.
A five-level design for evaluating professional development programs: Teaching and learning about nature of science
(Western Australian Inst Educational Research Inc, 2019) Kartal, Eda Erdaş; Doğan, Nihal; İrez, Serhat; Çakmakcı, Gültekin; Yalaki, Yalçın
The aim of this study is to evaluate a continuing professional development (CPD) program designed to improve teachers' professional competences about the nature of science (NOS) by using a new evaluation perspective. The researchers followed a year long CPD about NOS with the voluntary attendance of 18 middle school science teachers and their students. In a collaborative and reflective environment, teachers were introduced to various NOS aspects and ways to use explicit instruction and formative assessment in their NOS teaching. In addition, teachers received teaching activities and materials to be implemented in their classrooms for one year. The data were collected and evaluated based on the "five level (learning, beliefs, transfer, results, and reaction) evaluation model". The findings demonstrate that the CPD program about NOS effectively improved teachers' views about NOS, beliefs about teaching and learning the NOS, classroom practices about NOS and also their students' views about NOS. This study is the first to use formative assessment and discourse analysis in a professional development program for in-service teacher education, and also first to evaluate teachers' views, beliefs, practices and their students' views about NOS all together. The findings are thought to motivate researchers to consider multiple level evaluations of future professional development programs.

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