Browsing by Author "Boz, Yezdan"

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A Closer Examination of the Stem Characteristics of the Stem Activities Published in Nsta Journals
(Routledge Journals, Taylor & Francis Ltd, 2024) Gunbatar, Sevgi Aydin; Kiran, Betul Ekiz; Boz, Yezdan; Roehrig, Gillian H.
Background Based on the literature review, shared characteristics of integrated STEM (I-STEM) curriculum includes an engaging and motivating context, student participation in engineering design activities, opportunity to redesign, engaging in mathematics or science content, having student-centred pedagogies, and teamwork and communication. These principles and more were used to analyse STEM activities published in NSTA journals. Purpose It was to determine the extent to which the STEM activities published in three NSTA journals (Science and Children, Science Scope, and The Science Teacher) between the years 2013 and 2020 reflected the shared characteristics of I-STEM education. Sample A total of 161 STEM teaching activities were analysed during the study. Methods A STEM rubric (abbreviated as RACSTEM) developed by the authors. Expert panel reviews and intercoder agreement calculations provided support for the content validity and reliability of RACSTEM. The rubric was composed of seven main categories, namely, integrating different disciplines, real-world problem, learner-centeredness, teamwork, communication, redesign, and assessment. STEM activities were analysed based on RACSTEM through content analysis and reported using descriptive statistics. Results Different combinations of STEM and non-STEM disciplines were integrated into the activities. 76% of the activities included real-world problems. Learner centred strategies (e.g. project-based learning) were utilized in 81% of the STEM papers. In 94% of the papers, students mostly participated in group work. Analysis revealed that 58% of the papers asked learners what they would change at the redesign stage. Finally, in the assessment aspect, the most problematic one, results showed discrepancies between the integrative nature of STEM and its assessment. Conclusion It was unclear how many I-STEM activities were published in NSTA publications that fit the requirements for I-STEM once the NGSS was launched. The findings of this study, as well as the development of the RACSTEM instrument, seem to have the ability to resolve ambiguity.
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.
Development of Pre-Service Teachers' Pedagogical Content Knowledge Through a Pck-Based School Experience Course
(Royal Soc Chemistry, 2021) Ekiz-Kiran, Betul; Boz, Yezdan; Oztay, Elif Selcan
The purpose of this study was to improve the pedagogical content knowledge (PCK) of pre-service chemistry teachers using a school experience course enriched with PCK development tools such as CoRe as a lesson planning form, observations of mentor teachers' teaching by using an observation form prepared based on PCK components, discussion sessions on these observations, and reflections on their teaching. Some valuable results of the study indicated that pre-service teachers' science teaching orientations did not change during the study. However, all participants' knowledge of learners and knowledge of instructional strategies improved by the end of the study. Knowledge of curriculum and knowledge of assessment are the components of PCK in which some pre-service teachers showed no improvement.
Effect of Practicum Courses on Pre-Service Teachers' Beliefs Towards Chemistry Teaching: a Year-Long Case Study
(Royal Soc Chemistry, 2019) Boz, Yezdan; Ekiz-Kiran, Betul; Kutucu, Elif Selcan
In this study, we examined the effect of School Experience (SE) and Practice Teaching (PT) courses on pre-service chemistry teachers' beliefs towards chemistry teaching over a one-year period. To reach this purpose, participants' beliefs and experiences towards chemistry teaching were monitored closely throughout the varied phases of the two practicum courses. Two pre-service chemistry teachers participated in the study. Data were collected via semi-structured interviews, observation notes, CoRes and reflection papers. Semi-structured interviews focusing on the pre-service teachers' beliefs regarding chemistry teaching were conducted three times while participating in the SE and PT courses. During the PT course before their teaching experiences the participants prepared CoRes, and after their experiences they critiqued their own performances. Moreover, the participants were observed during their student-teaching experiences to identify how they transfer their beliefs into their teaching. Data were analyzed via inductive analyses. Results indicated that both pre-service teachers had stable core beliefs derived from their own experiences as students that remained constant during these courses and guided their practical instruction. Although both participants attended the same courses during the teacher education program, their attitudes while taking the educational courses were different. Factors that shaped pre-service teachers' beliefs towards teaching were presented as the practicum courses enriched with CoRes and reflection papers, observing their mentors, experiences gained from microteaching sessions, and pedagogical and methods courses taken during the pre-service teacher education program. Implications for the formation of pre-service teachers' beliefs towards teaching throughout pre-service teacher education programs were provided.
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.
Interactions Between the Science Teaching Orientations and Components of Pedagogical Content Knowledge of In-Service Chemistry Teachers
(Royal Soc Chemistry, 2020) Ekiz-Kiran, Betul; Boz, Yezdan
The purpose of this study was to examine the interactions between in-service chemistry teachers' science teaching orientations and other components of their pedagogical content knowledge (PCK). Two experienced chemistry teachers participated in this study. Data were collected through interviews, classroom observations, and field notes as the participants taught the mixtures unit. The results indicated that the participants held solid foundation purposes, in which students use science to be successful in their exams or next classes, along with everyday coping and correct explanations purposes. When participants' correct explanations and solid foundation purposes interacted together with the same PCK component, solid foundation appeared to be the reason for their correct explanations purpose. The teaching strategies that teachers preferred to use interacted with their solid foundation and correct explanations purposes, and the participants altered curricula only if they believed it would lead students to achieve better scores on examinations. Participants' beliefs about science teaching and learning indicated aspects of teacher-focused beliefs that prevent teachers from focusing on students' prerequisite knowledge, learning difficulties, and misconceptions. These beliefs interacted with all the sub-components of knowledge of instructional strategies. In addition, there was an interaction between knowledge of curricula and beliefs about science teaching and learning for participants that were more knowledgeable about the curriculum. Moreover, what the teachers assessed was related to their correct explanations and everyday coping beliefs, while the way they assessed was related to their solid foundation beliefs. Last, none of the participants emphasised the aspects of the nature of science during their instruction.
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.
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.
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.
Revealing the Development of Interaction Among Components of Pedagogical Content Knowledge in Teaching Chemical Equilibrium
(Royal Soc Chemistry, 2023) Oztay, Elif Selcan; Ekiz-Kiran, Betul; Boz, Yezdan
This study aimed to capture the development of interaction among the components of pre-service chemistry teachers' enacted PCK throughout the school experience course. Data were collected from four pre-service teachers using content representation (CoRe), observations, field notes, and semi-structured interviews. Secondary analysis was conducted by re-analyzing the pre-existing data for the previous study (Ekiz-Kiran B., Boz Y. and Oztay E. S., (2021), Development of pre-service teachers' pedagogical content knowledge through a PCK-based school experience course, Chem. Educ. Res. Pract., 22(2), 415-430.) from a different perspective to find out the interaction among the components of pre-service chemistry teachers' enacted PCK. In order to analyze data, we used three approaches: an in-depth analysis of explicit PCK, an enumerative approach, and the constant comparative method. Results were presented as PCK maps, and results indicated that the development of the integration of the PCK components was idiosyncratic. Moreover, the most significant development was seen in the connections between knowledge of curriculum and other components, especially knowledge of assessment. Additionally, knowledge of instructional strategy (KoIS) was the most frequently integrated component with the other PCK components. Implications for research and science teacher education are included.
A Systematic Review of Green and Sustainable Chemistry Training Research With Pedagogical Content Knowledge Framework: Current Trends and Future Directions
(Royal Soc Chemistry, 2025) Gunbatar, Sevgi Aydin; Kiran, Betul Ekiz; Boz, Yezdan; Oztay, Elif Selcan
This study reviewed the green and sustainable chemistry education (GSCE) research that provided training at the tertiary level from 2000 to 2024. The Web of Science and ERIC databases were screened using title and abstract review. In total, 49 studies were analysed. The analysis instrument has two main parts, namely, general characteristics of the training, which was formed in light of the GSCE literature (i.e., chemistry sub-disciplines, type of implementation, and context), and analysis of the training through the lens of pedagogical content knowledge (PCK) construct that is the commonly-used framework for the analysis of training regarding orientation to teaching GSCE, learner, curriculum, assessment, and instructional strategies utilised. Results showed that organic chemistry (n = 15) is the most emphasised branch of chemistry in the articles. Regarding the learner component, the studies were inadequate, and very few studies provided information about the misconceptions and difficulties that students may encounter while learning GSC. Regarding the curriculum component, among the green chemistry principles, 'use of renewable feedstocks' was the most emphasised, while the least emphasised ones were 'reduce derivatives' and 'real-time pollution prevention'. Fourteen studies used subject-specific teaching strategies (e.g., cooperative teaching and project-based strategies). Although representations are not used in GSCE, most of the studies included laboratory studies (n = 31). Finally, regarding the assessment, very few studies focused on measuring students' skills (laboratory skills, discussion skills, etc.) and affective variables. In light of the findings, GSCE training should get more benefit from the literature on science/chemistry teaching strategies. Moreover, alternative assessment tools (e.g., rubrics and concept maps) should be utilized regarding the instruments utilized to assess the participants' GSC knowledge.
Teknolojik Pedagojik Alan Bilgisi (TPAB)- Öz Yeterlik Kavramının Yakından İncelenmesi: İlköğretim Fen Bilgisi Öğretmen Adaylarının Tpab-öz Yeterliğinin Modellemesi
(2017) Boz, Yezdan; Yerdelen-damar, Sevda; Aydın-günbatar, Sevgi
Teknolojik pedagojik alan bilgisi (TPAB) anlamlı öğrenmenin gerçekleşmesi için teknolojinin öğretime entegrasyonunu sağlamada kullanılan yararlı bir teorik çerçevedir. Mishra ve Kohler’in 2006 yılında TPAB kavramını alan yazına tanıtmasından bu yana TPAB’ın yapısını konu alan çalışmalar yapılmıştır. Diğer taraftan, bu çalışmalarda, TPAB’ın yapısı ile ilgili ortak görüşe tam olarak varılmamıştır. Son dönemde TPAB- öz yeterliği (TPAB-Ö) alan yazında incelenmektedir. Bu çalışma TPAB-Ö’ nün faktör yapısının geçerliliğini araştırmak ve bileşenlerinin birbirleriyle olan ilişkilerini ortaya koymak amacıyla yapılmıştır. Çalışmada, LISREL 8.8. paket programı ile, TPAB alan yazına bağlı olarak oluşturulan Yapısal Eşitlik Modeli (YEM) test edilmiştir. Yedi farklı üniversitenin Eğitim Fakülteleri’nde öğrenim görmekte olan 665 son sınıf Fen Bilgisi öğretmen adayı (467 bayan, 198 bay) çalışmaya katılmıştır. Önerilen model, YEM sonuçlarına göre verilere iyi bir uyum göstermiştir. TPAB alan yazını ışığında oluşturulan modelde, temel bileşenlerin (pedagoji bilgisi (PB), teknoloji bilgisi (TB), vb. ) TPAB-Ö’a doğrudan katkısına yer verilmemiştir. Aksine, modelde bu bileşenlerin TPAB-Ö’ ye dolaylı katkılarının, ikincil bileşenler (örneğin pedagojik alan bilgisi (PAB), vb.) üzerinden olduğu ortaya konulmuştur. Modellemede ortaya atılan tüm ilişki hipotezleri istatistiksel olarak anlamlı bulunmuştur. İkinci olarak; TB, PB, ve alan bilgisinin (AB) dolaylı katkılarının da anlamlı olduğu görülmüştür. Tüm bağımlı değişkenlerin TPAB öz yeterliğinde açıklayabildiği varyans (R2)(PB, AB, TB, PAB, vb.) %87’dir. Fen öğretmen eğitimine teknolojinin nasıl entegre edilmesi noktasında öneriler sunulmuştur.