Browsing by Author "Aydin-Gunbatar, Sevgi"

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Analysis of Engineering Elements of K-12 Science Standards in Seven Countries Engaged in Stem Education Reform
(Springer, 2021) Ekiz-Kiran, Betul; Aydin-Gunbatar, Sevgi
The purpose of this study was to analyze the K-12 science standards of seven countries that have improved their engineering practices noticeably by integrating engineering and its elements into their science documents, namely, Australia, England, Estonia, Hong Kong, South Africa, Turkey, and the United States. For this purpose, K-12 science standard documents were examined vis-a-vis their inclusion and distribution of engineering and its elements across grade bands. Standards were analyzed through content analysis by employing the Framework for Quality K-12 Engineering Education. The results showed that the United States and to some extent Turkish standard documents had placed a particular emphasis on engineering. The number of standards relating to engineering is the highest in the United States and the lowest in Estonia. These standards across grade bands were distributed evenly in the documents of England and the United States. Science standard documents in early grades included few such standards. In light of the results, we discussed the extent and comprehensiveness of engineering integrated into the K-12 science standard documents and provided implications for integrating engineering elements into science standard documents.
Examination of Pre-Service Chemistry Teachers' Stem Conceptions Through an Integrated Stem Course
(Mehmet Tekerek, 2021) Aydin-Gunbatar, Sevgi; Oztay, Elif Selcan; Ekiz-Kiran, Betul
Due to international calls for the use of the integrated Science, Technology, Engineering, and Mathematics (STEM) approach to train learners pursuing STEM-related careers and citizens who are competitive problem solvers, teachers' training for the integrated STEM approach is imperative. Given the importance of integrated STEM teacher training, this study aimed to examine how pre-service chemistry teachers' integrated STEM conceptions have been changed through the integrated STEM course. The STEM reflection protocol was administered to 13 pre-service chemistry teachers both at the beginning and at the end of a 13-week-long integrated STEM course. The training included experiencing STEM activities, studying with mentors, and reflecting on own development. The deductive, inductive, and constant comparative data analysis revealed that most of the pre-service chemistry teachers enriched their STEM conceptions in terms of the engineering design process as a context and integration of the disciplines. However, very few participants' STEM conceptions remained the same. Integrated STEM teacher education should include an explicit emphasis on disciplines' integration and engineering design process to enhance pre-service teachers' integrated STEM conceptions.
Exploring the Complexity of Teaching: the Interaction Between Teacher Self-Regulation and Pedagogical Content Knowledge
(Royal Soc Chemistry, 2017) Uzuntiryaki-Kondakci, Esen; Demirdogen, Betul; Akin, Fatma Nur; Tarkin, Aysegul; Aydin-Gunbatar, Sevgi
This study combined two important frameworks-teacher self-regulation and pedagogical content knowledge (PCK)-to reveal whether they were related to each other. To fulfill this aim, researchers utilized a case-study design. Data were collected from five preservice chemistry teachers through semi-structured interviews, lesson plans in the form of content representations, and video recordings of teaching practice. Both deductive and inductive analyses were used to analyze the data. Results indicated that preservice teachers utilized different PCK components in each self-regulation phase. They were good at regulating their teaching when they had developed PCK components. Especially, a lack of subject matter knowledge accounted for ineffective self-regulation in teaching. The findings of this study imply that teacher education programs should provide meaningful opportunities to preservice teachers for improving both their self-regulation for teaching and PCK.
The Influence of a Design-Based Elective Stem Course on Pre-Service Chemistry Teachers' Content Knowledge, Stem Conceptions, and Engineering Views
(Royal Soc Chemistry, 2018) Aydin-Gunbatar, Sevgi; Tarkin-Celikkiran, Aysegul; Kutucu, Elif Selcan; Ekiz-Kiran, Betul
In this study, we sought to examine the influence of a 12 week design-based elective Science, Technology, Engineering, and Mathematics (STEM) course on pre-service chemistry teachers' content knowledge, STEM conceptions, and engineering and engineering design views. To attain the goals determined, we utilized five STEM activities starting with a daily-life problem and an iterative engineering design process to solve the problem. A chemistry test with 11 two-tier items, and interviews focusing on STEM and engineering conceptions were administered at the beginning and at the end of the course. Moreover, a reflection paper was collected after each activity. Eight junior pre-service chemistry teachers participated in the study voluntarily. Deductive and inductive data analyses were used to investigate the influence of the course on participants' content knowledge, STEM conceptions, and engineering and engineering design views. The results revealed that the design-based STEM course helped pre-service teachers deepen their content knowledge. Additionally, most of the participants defined integrated STEM education as an acronym (n = 6) and very few mentioned the interdisciplinary dimension of STEM education superficially at the beginning (n = 3). At the end, they mentioned interdisciplinary nature as connecting at least two dimensions of STEM, and they emphasized engaging in real-world problems, designing a product or process and inquiry-based and/or problem-based learning. Regarding engineering and engineering design views, a similar development was observed. Although their views were undeveloped or underdeveloped at the beginning, they enriched their views and mentioned defining criteria, creativity and integration to science and mathematics that are characteristics of engineering and design processes. Implications for including STEM courses in pre-service teacher education programs were provided.
The Integrations of Elementary Science Teachers' Technological Pedagogical Content Knowledge Components During Covid-19: Teaching Electric Circuits and Circuit Diagrams
(Springer, 2024) Aydin-Gunbatar, Sevgi; Kaplan, Neslihan; Akin, Fatma Nur
This study aimed to examine the integration of four elementary science teachers' technological pedagogical content knowledge (TPACK) components during emergency remote teaching. Data sources included teaching video recordings and stimulated interviews conducted after analyzing the teachers' teaching videos. The data were analyzed by identifying the practical TPACK (TPACK-p) segments and by adopting the enumerative and constant-comparative approaches. Major findings of the analysis were (i) the integrations seen in the teachers' maps become richer and more diverse as their TPACK-p proficiency increases; (ii) the learner and assessment components are the most prominent components when the teachers can integrate learners into the lesson; and (iii) the instructional management and curriculum-design components have limited integrations with other TPACK-p components. The results are discussed in light of related literature and implications are provided for science teacher education. Remote science teaching courses should be incorporated into preservice teacher education programs. Likewise, professional development programs should train in-service teacher for distance science teaching.
Making Homemade Indicator and Strips: a Stem
(Routledge Journals, Taylor & Francis Ltd, 2020) Aydin-Gunbatar, Sevgi
Recent reforms have introduced integrated science, technology, engineering, and math education (STEM) that has highlighted an interdisciplinary approach to train students as better problem solvers. In addition to STEM disciplines, art, language, and other disciplines integration are also stressed (STEM+). In this paper, a STEM+ (STEM + art + entrepreneurship) activity was presented related to acid-base chemistry, specifically, pH indicator and strips designs. 13 junior pre-service chemistry teachers participated in the activity and produced indicator solutions from plant sources found easily at grocery stores and produced pH paper strips by the use of filter paper and coffee filters. After producing indicators and strips, participants were encouraged to marketing their products through product logo design and product advertisement. The activity is useful regarding learning acid-base chemistry, indicators and strips' properties, carrying out investigations, and designing solutions. The activity can also be easily applied to address high school physical science standards.
Mediated Effects of Technology Competencies and Experiences on Relations Among Attitudes Towards Technology Use, Technology Ownership, and Self Efficacy About Technological Pedagogical Content Knowledge
(Springer, 2017) Yerdelen-Damar, Sevda; Boz, Yezdan; Aydin-Gunbatar, Sevgi
This study examined the relations of preservice science teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences to their self-efficacy beliefs about technological pedagogical content knowledge (TPACK). The present study also investigated interrelations among preservice teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences. The participants of study were 665 elementary preservice science teachers (467 females, 198 males) from 7 colleges in Turkey. The proposed model based on educational technology literature was tested using structural equation modeling. The model testing results revealed that preservice teachers' technology competencies and experiences mediated the relation of technology ownership to their TPACK self efficacy beliefs. The direct relation of their possession of technology to their TPACK self efficacy beliefs was insignificant while the indirect relation through their technology competencies and experiences was significant. The results also indicated there were significant direct effects of preservice teachers' attitudes towards technology use, technology competencies, and experiences on their TPACK self efficacy beliefs.
Pre-Service Chemistry Teachers' Pedagogical Content Knowledge for Integrated Stem Development With Lesmer Model
(Royal Soc Chemistry, 2020) Aydin-Gunbatar, Sevgi; Ekiz-Kiran, Betul; Oztay, Elif Selcan
This study aimed to examine pre-service teachers' (PST) personal and declarative pedagogical content knowledge (PCK) for integrated science, technology, engineering, and mathematics (STEM) through a 13 week training course. A new model based on research-based practices was proposed. The model includes Learn, Experience, Study with Mentors, and Reflection on own development and learning, and the acronym LESMeR has been coined as the name for this model. The data were collected through Content Representation (CoRe) as pre- and post-lesson plans, semi-structured interviews conducted after the training, and reflection papers written on a weekly basis. Inductive and deductive data analyses were employed. Results revealed that all participants started the training with a topic-specific PCK (PCK A). None of the participants' pre-CoRe included essential features of integrated STEM. However, after the training, eight participants were able to balance among STEM disciplines, and integrated at least two STEM disciplines; this was coded as PCK for integrated STEM (PCK C). Five PSTs showed PCK for integrated STEM development to some extent but they were unable to achieve balance among STEM disciplines; this was coded as transitional PCK (PCK B). Results revealed that PCK for integrated STEM development requires considerable time and support. Implications are provided for integrated STEM education.
Pre-Service Chemistry Teachers' Use of Pedagogical Transformation Competence To Develop Topic-Specific Pedagogical Content Knowledge for Planning To Teach Acid-Base Equilibrium
(Royal Soc Chemistry, 2022) Aydin-Gunbatar, Sevgi; Akin, Fatma Nur
In this study based on mixed-methods design, we aimed to examine to what extent the participants underwent pedagogical transformation and developed topic-specific pedagogical content knowledge (PCK) for planning to teach acid-base equilibrium. Training for the acquisition of pedagogical transformation competence to develop topic-specific PCK was provided for 12 weeks during the teaching methods course. Through this intervention, the participants were taught pedagogical transformation competence in different chemistry topics and were supposed to employ it in another topic that was not covered through the intervention. To fulfill this aim, the use of explicit discussions of the transformation of content knowledge as a teaching strategies and explicit topic-specific PCK use were provided throughout the intervention. A total of 13 junior pre-service chemistry teachers participated in the intervention. The content knowledge test, Content Representation (CoRe), semi-structured interviews, focus group interview, and reflection papers were the data sources. A rubric created by the researchers was used to analyse the pre- and post-CoRe data to determine to what extent the participants could develop topic-specific PCK for planning to teach the acid-base equilibrium topic, which was not discussed through the intervention. The results showed that 11 of the 13 participants could achieve transfer of what they had learnt and experienced during the intervention to plan for a new topic, and this was identified as an enrichment of at least one topic-specific PCK component. This study presented an uneven development of topic-specific PCK components as a product of the transformation. The findings revealed that the participants showed more progress in transferring content knowledge to students' difficulties and alternative conceptions, and instructional strategies than in the assessment component of topic-specific PCK. This study provided valuable information about pre-service teachers' use of the pedagogical transformation competence acquired during the intervention to develop topic-specific PCK for planning to teach acid-base equilibrium and the development of the knowledge of assessment. Implications for both the enrichment of science/chemistry teacher education and future research were presented.
Stop Bridge Collapse: a Stem Activity About Preventing Corrosion of Metals
(Routledge Journals, Taylor & Francis Ltd, 2020) Yuceler, Ramazan; Aydin-Gunbatar, Sevgi; Demirdogen, Betul
Integrated science, technology, engineering, and mathematics (STEM) approach has been implemented all around the world. STEM approach highlights the integration of different STEM disciplines, the use of daily-life problems, and engineering design process, which provides a context for students to learn knowledge of STEM disciplines and apply the knowledge in solving daily-life problems. In this activity, we focused on preventing corrosion with 12(th) grade high school students (n = 28). A collection of newspaper articles was used to introduce the impact of corrosion on our lives and to attract students' attention to the problem. Then, a six-step engineering design process was followed to construct a small-scale model corrosion prevention method. Students worked in groups and studied on preventing corrosion. Results showed that the activity enriched students' understanding of the corrosion problem, its effect, and the methods preventing corrosion.
Teaching Nature of Science Through the Use of Media Reports on Covid-19
(Routledge Journals, Taylor & Francis Ltd, 2021) Demirdogen, Betul; Aydin-Gunbatar, Sevgi
Over the past several decades it has become increasingly important to understand nature of science (NOS) for scientific literacy in science education. Science education researchers have suggested using socio-scientific issues to create a context for that purpose. The present fast-moving coronavirus or COVID-19 pandemic as a socio-scientific issue and the abundance of media reports about the pandemic together offer a milieu for putting that suggestion into practice. Therefore, we sought to introduce a guide for how to use media reports on the COVID-19 pandemic to teach NOS. In this paper, we focused on how to use media reports about the COVID-19 pandemic for teaching NOS and relevant science concepts. Moreover, we reviewed the studies investigating how the use of media reports influenced participants' views on NOS. Finally; we described a strategy for teaching NOS through the use of media reports. This strategy involves four steps, namely, (i) finding a suitable media report, (ii) surface analysis of the report, (iii) analysis of NOS aspects and science concepts, and (iv) analysis of the curriculum. In the light of the review and strategy introduced, we offered examples of how to use reports and relate them to NOS aspects in practice.