Browsing by Author "Aydin, Sevgi"

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The Analysis of the Changes in Integration of Nature of Science Into Turkish High School Chemistry Textbooks: Is There Any Development
(Royal Soc Chemistry, 2015) Aydin, Sevgi; Tortumlu, Selma
To attain the goal of scientific literacy, the nature of science (NOS) is one of the areas that should be addressed. In many countries, the training of scientifically literate generations is a fundamental aim of science education, as a result there is an emphasis on NOS in science curricula and curricular materials. Textbooks prepared to teach curricula should incorporate aspects of NOS for all grades. In Turkey, the secondary science curricula were reformed in 2013. In this document analysis, aspects of NOS were included, the approach adopted for integrating aspects of NOS (i.e., explicit-reflective, implicit, and historical), and content-embeddedness of integration were analyzed in the reform-based and old high school chemistry textbooks published and provided by the National Ministry of Education. The results revealed that from the 9th to the 12th grade, the number of NOS aspects mentioned in the textbooks decreased. The most frequently cited aspects were the tentative nature of scientific knowledge, the empirical basis of science, and the difference between observation and inference. However, models in science, creativity and imagination were NOS aspects that were overlooked. Regarding the approach, contrary to the suggestion of the literature, the implicit approach was employed frequently. Finally, NOS aspects were provided in a content-embedded way in the 9th and 10th grades whereas they were presented mostly in a content-generic way in the 12th grade. Only the 9th grade textbook provided two NOS activities for teaching NOS. Although some changes have been made regarding teaching NOS, some important parts are missing. In light of the results, we suggest that all NOS aspects should be integrated into textbooks in an explicit-reflective way. Additionally, for teaching NOS, explicit-reflective activities should be offered in textbooks.
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.
Examination of the Topic-Specific Nature of Pedagogical Content Knowledge in Teaching Electrochemical Cells and Nuclear Reactions
(Royal Soc Chemistry, 2014) Aydin, Sevgi; Friedrichsen, Patricia M.; Boz, Yezdan; Hanuscin, Deborah L.
The purpose of this study was to examine experienced chemistry teachers' pedagogical content knowledge (PCK) for two different topics in chemistry to better understand how PCK is specific to topic, including whether all components of PCK are topic-specific and to what degree. To explore the topic-specific nature of PCK, we examined two experienced teachers' PCK using a case study methodology. Multiple data collection strategies were used, including a card-sorting activity, Content Representation (CoRe), semi-structured interviews, observations, and field notes. The data collected were analyzed both deductively and inductively. Results revealed that the teachers used more content-based and teacher-centered instruction to teach electrochemistry, whereas their instruction was less teacher-centered, and included Science-Technology-Society-Environment discussions and implicit NOS instruction to teach nuclear reactions. The teachers also varied in the extent of their knowledge of learners and curriculum in comparing their PCK for each topic. In regard to assessment, the teachers' assessment practices were at the general PK level; they lacked topic-specific PCK for either topic. We provided recommendations for professional development programs, pre-service teacher education programs, and curriculum developers to support teachers in developing topic-specific PCK.
The Integration of Nature of Science in the New Secondary Physics, Chemistry, and Biology Curricula
(Turkish Education Assoc, 2014) Sardag, Metin; Aydin, Sevgi; Kalender, Nesibe; Tortumlu, Selma; Ciftci, Murat; Perihanoglu, Seyma
Learning To Teach: Graduate Assistants' Expedition Into Teaching Teachers
(Tuba-turkish Acad Sciences, 2013) Aydin, Sevgi; Hanuscin, Deborah L.
Recently, the educational community has realized the vital role of graduate assistants (GAs) in the learning of undergraduate students; however, developing teaching expertise is often an overlooked component of graduate programs. In this qualitative case study, we used Situated Learning Theory to examine GAs "expedition" of learning to teach teacher candidates. Twelve GAs studying for a PhD in the science and mathematics department for secondary education participated in the study. Data was collected by semi-structured interviews. A deductive approach was utilized to analyze data to get GAs' common views of the context, people, and tools that helped them learn to teach. Results showed that GAs' experience for learning to teach was associated with both their PhD program and work environment. Experienced GAs were role model for beginner GAs. The support of advisors' on learning to teach was found to be insufficient. Instructors in the PhD and undergraduate programs, as well as other experienced GAs, supported the experience of new GAs for learning to teach. Theses, books, and articles also provided examples of good teaching. Experienced GAs had a richer list of sources and strategies of how to use them as a source for learning to teach whereas novice GAs have a tendency to imitate experienced ones. This work further highlights the need for formal education for learning to teach in graduate programs, as well as mentoring by experienced teacher educators.
Looking at the Mirror: a Self-Study of Science Teacher Educators' Pck for Teaching Teachers
(Modestum Ltd, 2015) Demirdogen, Betul; Aydin, Sevgi; Tarkin, Aysegul
In this self-study, we aimed to delve into how re-designing and teaching re-designed practicum course offered to pre-service teachers (PTs) enriched our, as science teacher educators, development of pedagogical content knowledge (PCK) for teaching science teachers. This self-study was conducted during a compulsory practicum course in which we served as teaching assistants (TAs). The qualitative data collected through journal entries written by the help of mentoring experience, Content Representation (CoRe), reflection papers, formal observations of PTs' teaching practices and microteaching each week, formal and informal meetings with PTs. The results were presented through vignettes that included an emphasis on a critical examination of our prior practices, the changes made in the practicum, and the difficulties that PTs faced. This self-study was valuable for us regarding the development of our PCK and building interplay among all PCK components. In light of the experience we gained, implications for science teacher education and research were provided.
The Nature and Development of Interaction Among Components of Pedagogical Content Knowledge in Practicum
(Pergamon-elsevier Science Ltd, 2015) Aydin, Sevgi; Demirdogen, Betul; Akin, Fatma Nur; Uzuntiryaki Kondakci, Esen; Tarkin, Aysegul
This secondary analysis study focused on how interactions among preservice teachers' pedagogical content knowledge (PCK) components developed throughout a 14-week CoRe-based mentoringenriched practicum course, and the nature of those interactions. Data were collected from three preservice teachers, information-rich cases, by the use of content representation (CoRe) and semi-structured interviews. Content analysis and the constant comparative method were employed in the data analysis. Results revealed that the development of integrations was idiosyncratic. Additionally, PCK integration moved from fragmented to a more integrated and coherent one by the end of the semester. Implications for science teacher education and research are discussed. (C) 2014 Elsevier Ltd. All rights reserved.
The Nature of Integration Among Pck Components: a Case Study of Two Experienced Chemistry Teachers
(Royal Soc Chemistry, 2013) Aydin, Sevgi; Boz, Yezdan
In this qualitative case study, we examined the nature of integration among pedagogical content knowledge (PCK) components. To attain the goal, two experienced chemistry teachers' teaching redox reactions and electrochemical cells was observed. The data were collected through card-sorting activity, content representation (CoRe) tool, observation, and interviews. The data analysis included three steps, namely; in-depth analysis, enumerative approach, and constant-comparative methods. Results reveal that knowledge of learner and instructional strategy components were central in the integrations. However, knowledge of assessment and curriculum were less effective in shaping teachers' teaching. Additionally, the integrations were specific to topic taught. More coherent integration was observed in both teachers' teaching electrochemical cells topic. With the quantification of PCK integration, this study provides an opportunity to discriminate integrations regarding their type, quality, and strength. Implications for both pre- and in-service teacher education programs were suggested.
Professional Journals as a Source of Pck for Teaching Nature of Science: an Examination of Articles Published in the Science Teacher (Tst) (An Nsta Journal), 1995-2010
(Routledge Journals, Taylor & Francis Ltd, 2013) Aydin, Sevgi; Demirdogen, Betul; Muslu, Nilay; Hanuscin, Deborah L.
A number of science education policy documents recommend that students develop an understanding of the enterprise of science and the nature of science (NOS). Despite this emphasis, there is still a gap between policy and practice. Teacher professional literature provides one potential venue for bridging this gap, by providing "activities that work'' (Appleton in elementary science teacher education: International perspectives on contemporary issues and practice. Lawrence Erlbaum Associates, Mahwah, NJ, 2006) that can scaffold teachers' developing pedagogical content knowledge (PCK) for teaching NOS. We analyzed articles published in the NSTA journal The Science Teacher (1995-2010) in terms of the degree to which they provide appropriate model activities and specific information that can support the development of teachers' PCK for teaching NOS. Our analysis revealed a diversity of NOS aspects addressed by the authors and a wide range of variation in the percent of articles focused on each aspect. Additionally, we found that few articles provided robust information related to all the component knowledge bases of PCK for NOS. In particular, within the extant practitioner literature, there are few models for teaching the aspects of NOS, such as the function and nature of scientific theory. Furthermore, though articles provided information relevant to informing teachers' knowledge of instructional strategies for NOS, relevant information to inform teachers' knowledge of assessment in this regard was lacking. We provide recommendations for ways in which the practitioner literature may support teachers' teaching of NOS through more robust attention to the types of knowledge research indicates are needed in order to teaching NOS effectively.
Providing a Set of Research-Based Practices To Support Preservice Teachers' Long-Term Professional Development as Learners of Science Teaching
(Wiley, 2013) Aydin, Sevgi; Demirdogen, Betul; Tarkin, Aysegul; Kutucu, Selcan; Ekiz, Betul; Akin, Fatma Nur; Uzuntiryaki, Esen
The purpose of this research was twofold. The first was to investigate the development of preservice teachers' knowledge base for science teaching on the rate of reaction topic within the 14-week content representation (CoRe)-based mentoring-enriched practicum course. In this course, CoRe design was used as a form of lesson planning and intensive educative mentoring was provided by teaching assistants. The second purpose was to identify which aspects of the practicum course contributed to preservice teachers' development. Three preservice chemistry teachers voluntarily participated in the study. Qualitative data sources included CoRe, semistructured interviews, and reflection papers. Both inductive and deductive analyses were applied by triangulating findings from multiple data sources. Results revealed that at the end of the practicum, participants were able to successfully link content with teaching to promote student learning. Their pedagogical content knowledge (PCK) developed with its all components coherently integrated with each other. They also started to view the PCK construct as professional pedagogical knowledge. Educative mentoring with the use of an explicit and shared PCK language supported by CoRes, teaching experiences, and the observation of peers were reported as the most valuable aspects in stimulating teacher development. Implications for teachers' professional growth and research are discussed. (C) 2013 Wiley Periodicals, Inc. Sci Ed 97:903-935, 2013
Relations of Approaches To Learning With Perceptions of Learning Environment and Goal Orientations
(Turkish Education Assoc, 2015) Yerdelen-Damar, Sevda; Aydin, Sevgi
This study aimed to investigate the relationships among high school students' approaches to learning science, perceptions of classroom learning environment, and achievement goals. The participants of the study included 800 high school students from 9th to 12th grade in three public schools. A conceptual model constructed based on literature were tested with structural equation modeling. The analysis of the data collected in this study supported the hypothesized model. The findings revealed that students' perceptions of classroom environment and mastery-approach goals affected positively their deep approaches to learning science. In this study, the mediated effect of mastery-approach goals was observed. Mastery approach goals increased the effect of the perceptions of classroom learning environment on deep approaches to learning science. Moreover, it was found that performance-approach, performance-avoidance and mastery-avoidance goals were positively associated with surface-approaches to learning science. Finally, in this study, the positive effect of students' perceptions of classroom learning environment on their mastery-approach goals was observed. The implications of the study for teaching and learning were discussed.
A Science Faculty's Transformation of Nature of Science Understanding Into His Teaching Graduate Level Chemistry Course
(Royal Soc Chemistry, 2015) Aydin, Sevgi
This is an interpretive case study to examine the teaching of an experienced science faculty who had a strong interest in teaching undergraduate and graduate science courses and nature of science specifically. It was interested in how he transformed knowledge from his experience as a scientist and his ideas about nature of science into forms accessible to his students. Data included observations (through the 12-week semester) and field notes, Views of Nature of Science-Form B, as well as semistructured interview. Deductive analysis based on existing codes and categories was applied. Results revealed that robust SMK and interest in nature of science helped him address the different nature of science aspects, and produce original content-embedded examples for teaching nature of science. Although he was able to include nature of science as a part of a graduate course and to address nature of science myths that graduate students had, nature of science assessment was missing in his teaching. When subject matter knowledge and nature of science understanding support each other, it may be a key element in successful nature of science learning and teaching. Similar to science teachers, the development of assessment of nature of science may take more time than the development of other components of instruction (i.e., instructional strategy) for science faculties. Hence, this result may be an indication of the specific need for support to develop this component of teaching.
Turkish, Indian, and American Chemistry Textbooks Use of Inscriptions To Represent 'types of Chemical Reactions
(Modestum Ltd, 2014) Aydin, Sevgi; Sinha, Somnath; Izci, Kemal
The purpose of this study was to investigate inscriptions used in, Types of chemical reactions. topic in Turkish, Indian, and American chemistry textbooks. We investigated both the types of inscriptions and how they were used in textbooks to support learning. A conceptual analysis method was employed to determine how those textbooks use inscriptions to present, Types of chemical reactions.. Results revealed that textbooks disproportionately used inscriptions at symbolic level and failed to present submicroscopic level. Moreover, in Turkish and Indian books, explicit connections between all three levels of inscriptions were inadequate whereas American textbook had them sufficiently. Inscriptions including multiple levels were provided simultaneously in American textbook. This research will contribute to growing literature of international studies about use of inscriptions in science textbooks.