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Browsing by Author "Aydemir, Nurdane"

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    Article
    The Contribution of Constructivist Instruction Accompanied by Concept Mapping in Enhancing Pre-Service Chemistry Teachers' Conceptual Understanding of Chemistry in the Laboratory Course
    (Springer, 2009) Aydin, Sevgi; Aydemir, Nurdane; Boz, Yezdan; Cetin-Dindar, Ayla; Bektas, Oktay
    The present study aimed to evaluate whether a chemistry laboratory course called "Laboratory Experiments in Science Education" based on constructivist instruction accompanied with concept mapping enhanced pre-service chemistry teachers' conceptual understanding. Data were collected from five pre-service chemistry teachers at a university in Ankara by means of a concept test and semi-structured interviews. Results showed that pre-service teachers had some alternative conceptions about chemistry topics. Moreover, using constructivist instruction accompanied with concept maps as an instructional tool was effective to promote conceptual understanding. Participants thought that concept maps were useful especially in recognizing the relation between different chemistry concepts.
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    Article
    Investigating the Relationships Among Students' Self-Efficacy Beliefs, Their Perceptions of Classroom Learning Environment, Gender, and Chemistry Achievement Through Structural Equation Modeling
    (Routledge Journals, Taylor & Francis Ltd, 2016) Boz, Yezdan; Yerdelen-Damar, Sevda; Aydemir, Nurdane; Aydemir, Murat
    Background: Investigating factors contributing to chemistry achievement is important since it enables us to make more concrete instructional decisions related to improving students? chemistry achievement.Purpose: This study aimed to investigate how students? perceptions of learning environment, self-efficacy and gender are related to chemistry achievement.Sample: Three hundred fifty six high school students with the age range of 14 and 19 from three different schools in the same district were the participants.Design and methods: A structural equation model was designed and tested. Constructivist learning environment survey, self-efficacy scale were the instruments of the study. Information about students? gender and their chemistry grades belonging to the previous semester were also collected.Results: The model testing showed that chemistry self-efficacy beliefs, students? perceptions of constructivist learning environment (through chemistry-self efficacy) and gender were significantly related to chemistry achievement. Moreover, the findings showed that students? chemistry self-efficacy beliefs mediated the relation of students? learning environment perceptions to their chemistry achievement.Conclusions: The present study has some educational implications for teachers, teacher educators and curriculum developers. First of all, self-efficacy was found to have an effect on students? achievement. Therefore, teachers should consider students? self-efficacy beliefs and devise their instruction accordingly. Another implication of this study is the necessity of considering gender differences in designing teachers? instruction.