Browsing by Author "Demirdogen, Betul"

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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.
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.
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
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.