Browsing by Author "Bakirci, Hasan"

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The Effect of Common Knowledge Construction Model on Academic Achievement and Conceptual Understandings of High School Students on Heat and Temperature
(Turkish Education Assoc, 2018) Bakirci, Hasan; Ensari, Omer
The aim of the study is to determine the effectiveness of The Common Knowledge Constructing Model (CKCM) on academic achievement and conceptual understandings of the 9th grade students on heat and temperature topic. Participants were 60 students (30 experimental and 30 control group) attending in the 9th grade of a high school in Gurpinar district of Van in the academic year of 2016-2017. Within quasi-experimental research design; The Heat and Temperature Conceptual Understanding Test (HTCUT), and the Heat and Temperature Achievement Test (HTAT) were used as data collection tools. While the qualitative data obtained with the HTCUT were analyzed with a graded scoring key, the quantitative data obtained with the HTCUT and the HTAT were analyzed with Wilcoxon Signed Rank Test and Mann Whitney U-Test. As the result of the study, it was found that the CKCM was effective in increasing academic achievement and conceptual understandings of the students. In addition, it was effective in replacing students' alternative concepts with scientific concepts on heat and temperature topic. To explore the influence of the CKCM on students' academic achievement and conceptual understanding more clearly, it is suggested to perform research on the use of the model in different subjects of physics course.
Effect of Inquiry-Based Laboratory Approach on Scientific Process Skills, Critical Thinking Skills, and Opinions of Ninth Grade Students: Cell Unit Example
(Univ Sultan Ageng Tirtayasa, Fac Teacher Training & Education (fkip), Dse, 2023) Erkacmaz, Kubra Basak; Bakirci, Hasan; Kara, Yilmaz
This research aimed to investigate the effect of the inquiry-based laboratory approach on the science process and critical thinking skills of 9th-grade students as well as opinions about the approach. The study was designed according to the case study research model. The research was conducted with 56 students, 28 in the experimental group and 28 in the control group, studying at a high school. While the lessons in the experimental group were carried out with the inquiry-based laboratory approach, the subjects were carried out according to the current teaching in the control group. Science Process Skills Test, Critical Thinking Disposition Inventory, and Semi-Structured Interview Form were used as data collection tools. Data were analyzed both through inferential and content analysis. As a result of the research, the inquiry-based laboratory approach effectively improves ninthgrade students' science process skills and critical thinking dispositions. In addition, the inquiry-based laboratory approach enabled students to be successful in subjects such as active participation in the lesson, obtaining permanent information, creating information themselves, group work, and experimenting. An inquiry-based laboratory approach to various topics is recommended, and teachers should be trained in it.
The Effect of The Common Knowledge Construction Model-Oriented Education on Sixth Grade Students' Views on The Nature of Science
(Sci Methodical Ctr-sci Educologica, 2017) Bakirci, Hasan; Calik, Muammer; Cepni, Salih
The aim of the present research was to explore the effect of the Common Knowledge Construction Model (CKCM)oriented education on sixth grade students' views on the Nature of Science (NOS) and to compare it with the existing learning model (5Es learning model). The research was conducted with a total of 76 students (38 by 38-for experimental and control groups) in 2013-2014 school year. Within a quasi-experimental research design, the Views of Nature of Science Questionnaire (VNOS) and the Student Interview on the Nature of Science Aspects (SINOSA) were used for data collection. Quantitative data from the VNOS were exposed to independent t-test while qualitative data from the interview protocol were analyzed using content analysis. Results of pre-test and pre-interview denoted that both groups properly constructed 'empirical' aspect of the NOS while the other aspects of the NOS were naive and transitional levels. After the intervention, it was found that the control group's views of the NOS, except for the empirical aspect, were transitional level whilst those of the experimental group were informed level. Further, it was elicited that the experimental group performed the highest change in 'imaginary and creative' aspect of the NOS.
An Evaluation of the Instruction Carried Out With Printed Laboratory Materials Designed in Accordance With 5e Model: Reflection of Light and Image on a Plane Mirror
(Modestum Ltd, 2015) Ayvaci, Hakan Sevki; Yildiz, Mehmet; Bakirci, Hasan
This study employed a print laboratory material based on 5E model of constructivist learning approach to teach reflection of light and Image on a Plane Mirror. The effect of the instruction which conducted with the designed print laboratory material on academic achievements of prospective science and technology teachers and their attitudes towards physics laboratory was questioned. The study was carried out with 98 prospective teachers who attended the course named General Physics Laboratory III and undergraduate students at the Department of Science Education at Karadeniz Technical University during 2011-2012 fall semesters. The study was conducted by adopting semi-experimental method. Experimental group instructed with the designed print laboratory material whereas control group instructed in through traditional laboratory practices. The Achievement Test, Physics Laboratory Attitude Scale, and Reflective Writings were used as data collection tools. It was proved that the instruction carried out with print laboratory materials based on 5E model contributed to academic achievements of prospective teachers and their attitudes towards physics laboratory more than the instruction based on traditional approach. Based on the research results, it was recommended that print materials prepared based on the constructivist learning theory could be generalized in the Physics Laboratory courses.
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.
Mobile Learning Supported Science Teaching Application: Electric Charges and Electric Energy
(Springer, 2024) Karatay, Salih Kubilay; Bakirci, Hasan; Bulbul, Sinan
The aim of this study is to examine the effect of mobile learning supported science teaching on eighth grade students' Science, Technology, Engineering and Mathematics fields and Information Technologies Self-Efficacy and to determine students' views on this process. For this purpose, a quasi-experimental design with pre-test post-test control group was used in the study. The study group consisted of a total of 45 students, 25 in the experimental group where the mobile learning supported 5E learning model was applied and 20 in the control group where the 5E learning model was applied. The applications in the experimental and control groups took place in a total of four weeks. Science, Technology, Engineering and Mathematics Career Interest Survey, Information and Communication Technologies Self-Efficacy Perception Scale and semi-structured interview form were used as data collection tools in the study. As a result of the analysis of the data obtained; it was determined that mobile-assisted science teaching had a positive effect on eighth grade students' STEM interests and self-efficacy levels. In addition, students stated that mobile-assisted science teaching increased the retention of knowledge, facilitated understanding of the lesson, and was instructive and fun. Depending on the results obtained from the research, it was suggested that mobile assisted science teaching should be used in different units of the Science course in order to see the effect of mobile assisted science teaching on different variables more clearly.
The Role of Stem Awareness and 21st Century Skills Competence Perceptions on Pre-Service Primary School Teachers' Teacher Self-Efficacy for Stem Practices
(Springer, 2025) Senyigit, Cigdem; Bakirci, Hasan
Implementation of science, technology, engineering, and mathematics (STEM) practices in primary schools, especially in science classrooms, may depend on primary school teachers' teacher self-efficacy for STEM practices. Therefore, determining such practices in the pre-service period and the variables that play a role on this self-efficacy can be considered an important step for effective future STEM practices. This study sought to determine whether STEM awareness and twenty-first century skills competence perceptions (21 CSCP) are important factors regarding teacher self-efficacy for STEM practices. Unfortunately, there is little evidence in the literature about the role of STEM awareness and 21 CSCP on pre-service primary school teachers (PPST)'s teacher self-efficacy for STEM practices. This study has the potential to expand our limited knowledge of this subject. In this study, conducted with 233 PPST, data were analyzed with descriptive statistics, one-way ANOVA and hierarchical multiple regression. The results revealed that PPST's teacher self-efficacy for STEM practices was 3.61 scores. There was no significant differ between PPST's teacher self-efficacy for STEM practices by program year. Given these ramifications, it is advised that the teacher preparation programs be examined and that STEM-focused coursework and STEM practices be incorporated into the program in a way that promotes interdisciplinary connections. Finally, the study's main finding was that STEM awareness and 21 CSCP explained 31.5% of the variance accounted for teacher self-efficacy for STEM practices. The current regression value results theoretically explain how these two variables, among many others, contribute to the explanation of STEM, an area of study with a complicated structure. It may be recommended that the role of these factors be investigated through observation, interview, or intervention studies for future research in order to better understand the practical roles of these theoretically remarkable variables.
Stem Teaching Intention and Computational Thinking Skills of Pre-Service Teachers
(Springer, 2019) Gunbatar, Mustafa Serkan; Bakirci, Hasan
The aim of the study is to examine the Science, Technology, Engineering and Mathematics (STEM) teaching intention of science and primary school pre-service teachers in terms of Computational Thinking (CT) skill, gender, grade level, daily computer usage, internet usage, smartphone usage, and the department variables. The study employs the correlational survey model. The participants of this research are 440 pre-service teachers at Van Yuzuncu Yl University, Turkey. The STEM teaching intention scale, and the CT skill scale were used for data collection. Chi-Squared Automatic Interaction Detector (CHAID) analysis, independent samples t- test, and single factor variance analysis (ANOVA) was used for data analysis. According to the results; CT has the most significant effect in terms of STEM teaching intentions. Department is also another important variable for STEM teaching intentions. STEM teaching intention measures do not differ according to gender, grade level, daily average computer usage, internet usage and smart phone usage.