Browsing by Author "Artun, Huseyin"

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Effects of 'environmental Chemistry' Elective Course Via Technology-Embedded Scientific Inquiry Model on Some Variables
(Springer, 2014) Calik, Muammer; Ozsevgec, Tuncay; Ebenezer, Jazlin; Artun, Huseyin; Kucuk, Zeynel
The purpose of this study is to examine the effects of 'environmental chemistry' elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers' (SSSTs) conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and technological pedagogical content knowledge (TPACK) levels. Within one group pre-test-post-test design, the study was conducted with 117 SSSTs (68 females and 49 males-aged 21-23 years) enrolled in an 'environmental chemistry' elective course in the spring semester of 2011-2012 academic-years. Instruments for data collection comprised of Environmental Chemistry Conceptual Understanding Questionnaire, TPACK survey, and Chemistry Attitudes and Experiences Questionnaire. Significant increases in the SSSTs' conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and TPACK levels are attributed to the SSSTs learning how to use the innovative technologies in the contexts of the 'environmental chemistry' elective course and teaching practicum. The study implies that the TESI model may serve a useful purpose in experimental science courses that use the innovative technologies. However, to generalize feasibility of the TESI model, it should be evaluated with SSSTs in diverse learning contexts.
Effects of Virtual Reality Enriched Science Laboratory Activities on Pre-Service Science Teachers' Science Process Skills
(Springer, 2020) Artun, Huseyin; Durukan, Alper; Temur, Atilla
Innovative instructional technologies, especially virtual reality devices, are becoming more prominent and feasible in science education. Concerning science laboratories, activities enriched with virtual reality technology have the potential to make unobservable phenomena accessible in any school. This virtual reality technology has the potential to lead in a new milestone in terms of acquisition of the science process skills, not only in secondary school students but also in the training of pre-service science teachers. This mixed-method study aimed to investigate the effect of virtual reality enriched laboratory activities' effects on the science process skills of pre-service science teachers in Turkey. The pretest-posttest control group quasi-experimental intervention was conducted with 54 3rd-grade pre-service science teachers enrolled in a state university in the Eastern Anatolia region of Turkey. There were 24 participants in the experimental and 30 participants in the control group. The science process skills test was administered to both groups before and after the six-week-long intervention. Also, semi-structured interviews were conducted with six participants from the experimental group after the intervention process. Even though the groups did not differ at the end of the intervention, the increase of the scores in the experimental group was found to be statistically significant, concerning the overall test scores and the sub-dimension of Experimenting. Furthermore, qualitative findings signify a prominent emphasis on Observing. The potential causations and derived implications are discussed.
Examining the Influence of Projects Carried Out With Technological Tools on Pre-Service Teachers' Levels of Environmental Literacy
(Sci Methodical Ctr-sci Educologica, 2016) Artun, Huseyin
In all parts of our daily lives, individuals meet technology and technological tools. For this reason, individuals from all professions should be knowledgeable about these concepts. One of these professions covers pre-service teachers, who are considered as to be future teachers. The aim of this research was not only to examine the influence of the projects carried out by science pre-service teachers with technological tools on their levels of environmental literacy, but also to reveal which of the innovator categories in Rogers's (1962) Theory of Diffusion of Innovations they belonged to. In the research, the mixed research design was used since qualitative and quantitative data were required. The research sample included 110 science pre-service teachers. All the science pre-service teachers constituted the quantitative sample, while 10 randomly selected pre-service teachers formed the qualitative sample group. In the research, environmental literacy scale, semi-structured interview technique and researcher reflections were used as the data collection tools. It was found that the science pre-service teachers belonged to the categories of "Innovators" and "Early Adopters" according to Roger's theory in terms of technology use.
Examining the Relationship Between Student Engagement and Campus Climate: a Case in Turkey
(Sage Publications inc, 2022) Gunuc, Selim; Artun, Huseyin; Yigit, Emrullah; Keser, Hafize
Several variables have been examined in relation to student engagement at universities in the past decades. However, the number of studies conducted especially with larger groups of participants to examine certain variables such as gender, accommodation, transportation to campus, and reasons for university choice is limited. In addition, there is almost no such research carried out in the context of the Turkish society. The study aimed to examine the relationship between student engagement and campus climate with a large group of participants from all over Turkey. The study was carried out using the survey research design. The research sample covered all the geographical regions in Turkey. The sample included 7,802 students in total. In the study, the Demographic Variable Form, Student Engagement Scale, and Campus Climate Checklist were used as the measurement tools. Finally, a significant correlation was found between the university campus climate and student engagement.
Improving Science Student Teachers' Self-Perceptions of Fluency With Innovative Technologies and Scientific Inquiry Abilities
(Springer, 2015) Calik, Muammer; Ebenezer, Jazlin; Ozsevgec, Tuncay; Kucuk, Zeynel; Artun, Huseyin
\ The aim of this study was to investigate the effects of "Environmental Chemistry" elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers' (SSSTs) self-perceptions of fluency with innovative technologies (InT) and scientific inquiry abilities. The study was conducted with 117 SSSTs (68 females and 49 males-aged 21-23 years) enrolled in the "Environmental Chemistry" elective course in spring semester of 2011-2012 academic year in a Turkish University. Within a simple (causal) experimental design, Innovative Technology Fluency Survey and the SSSTs' environmental research papers were employed to collect data. The results indicate that the "Environmental Chemistry" elective course via the TESI model improved the SSSTs' self-perceptions of fluency with InT and the scientific inquiry abilities. In light of the results, it is recommended that an undergraduate course for improving the SSSTs' higher-order scientific inquiry abilities and preparing academically papers should be devised and added into the science teacher-training programmes.
Investigation of Opinions of Seventh Grade Students About Socio-Scientific Issues by Means of Science Teaching Based on Common Knowledge Construction Model
(Ani Publishing, 2018) Bakirci, Hasan; Artun, Huseyin; Sahin, Serkan; Sagdic, Muge
The aim of this study is to investigate the opinions of seventh-grade students on socio- scientific issues through science teaching based on a common knowledge construction model. The study was carried out with 25 grade seven students attending a secondary school in the spring term of the 2016-2017 academic year. Within case study research methodology, one of qualitative research methods, was applied. In the study, the Socio-Scientific Issues Evaluation Form and semi-structured interview questions were used for data collection. In analyzing the data content analysis were used. The findings indicated that the students found socio-scientific issues were complex, open-ended and mostly debatable issues which did not any have clear-cut answer. The CKCM lessons sequence was found to be influential on the development of the 7th grade students' decision-making skills regarding socio-scientific issues, problem-solving skills in daily lives and the development of science literacy. To clarify the effect of the CKCM on socio-scientific issues, future studies should be conducted with a larger sample from different grades.