Browsing by Author "Arslan, Harika Ozge"

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Learning Cycle Model To Foster Conceptual Understanding in Cell Division and Reproduction Concepts
(Sci Methodical Ctr-sci Educologica, 2015) Arslan, Harika Ozge; Geban, Omer; Saglam, Necdet
What should teachers do to ensure a student construct meaningful understanding in cell division and reproduction concepts? This research examined the effect of 5E learning cycle on 10th grade students' understanding of cell division and reproduction concepts and their alternative conceptions on these concepts. Mixed methods research design was utilized for this aim. Eight classes with 228 students from two public high schools were selected conventionally. Experimental groups received learning cycle (LC)a nd control groups received conventional teaching (CT) throughout the 70 weeks. A three-tier diagnostic test was administered to both groups as pre and post-tests. After the treatment, 12 students were interviewed semi-structurally. The results revealed that learning cycle is superior to conventional teaching on promoting conceptual change along with increasing understanding. The present research recommends teachers utilize learning cycle to improve students' understanding and remediate their alternative conceptions.
A Phenomenological Study of Instructors' Experiences on an Open Source Learning Management System
(Elsevier Science Bv, 2011) Cigdemoglu, Ceyhan; Arslan, Harika Ozge; Akay, Hasan
This paper focuses on instructors' experiences on usage of an open-source Learning Management System (LMS), Moodle in their courses. The study was conducted in a private university in Ankara, Turkey where the widespread use of the Moodle has only recently started. The phenomenological design has been utilized as qualitative research method for this paper. The Participants comprised in structures from different faculties who are new users of the Moodle. Open-ended interviews were carried out, and the data was transcribed into codes and themes. The research findings indicate that instructors have different impressions from the system in terms of their effort and expectation. (C) 2011 Published by Elsevier Ltd.
Taking Attention on Environmental Issues by an Attractive Educational Game: Enviropoly
(Elsevier Science Bv, 2011) Arslan, Harika Ozge; Moseley, Christine; Cigdemoglu, Ceyhan
Researches in interdisciplinary teaching methodologies on environmental education and in assessing their impact were recommended in Thessaloniki Declaration (UNESCO, 1997). Therefore, the purpose of this qualitative study was to develop and field test an educational game, EnviroPoly, to promote environmental literacy. The game was piloted with 44 elementary/mid-level pre-service teachers. Afterwards five pre-service teachers met in a focus group to discuss the game and its procedures. The discussions and observations of the large group of teachers during play and the smaller focus group indicated that EnviroPoly is attractive, motivating, enjoyable and useful. Additionally the game was found to be applicable for different grade levels by adapting reading and question cards. (C) 2011 Published by Elsevier Ltd.
A Three-Tier Diagnostic Test To Assess Pre-Service Teachers' Misconceptions About Global Warming, Greenhouse Effect, Ozone Layer Depletion, and Acid Rain
(Routledge Journals, Taylor & Francis Ltd, 2012) Arslan, Harika Ozge; Cigdemoglu, Ceyhan; Moseley, Christine
This study describes the development and validation of a three-tier multiple-choice diagnostic test, the atmosphere-related environmental problems diagnostic test (AREPDiT), to reveal common misconceptions of global warming (GW), greenhouse effect (GE), ozone layer depletion (OLD), and acid rain (AR). The development of a two-tier diagnostic test procedure as described by Treagust constitutes the framework for this study. To differentiate a lack of knowledge from a misconception, a certainty response index is added as a third tier to each item. Based on propositional knowledge statements, related literature, and the identified misconceptions gathered initially from 157 pre-service teachers, the AREPDiT was constructed and administered to 256 pre-service teachers. The Cronbach alpha reliability coefficient of the pre-service teachers' scores was estimated to be 0.74. Content and face validations were established by senior experts. A moderate positive correlation between the participants' both-tiers scores and their certainty scores indicated evidence for construct validity. Therefore, the AREPDiT is a reliable and valid instrument not only to identify pre-service teachers' misconceptions about GW, GE, OLD, and AR but also to differentiate these misconceptions from lack of knowledge. The results also reveal that a majority of the respondents demonstrated limited understandings about atmosphere-related environmental problems and held six common misconceptions. Future studies could test the AREPDiT as a tool for assessing the misconceptions held by pre-service teachers from different programs as well as in-service teachers and high school students.