Browsing by Author "Geban, Omer"

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Adaptation of an Epistemological Belief Instrument Towards Chemistry and Chemistry Lessons
(Elsevier Science Bv, 2011) Yildiran, Demet; Demirci, Nilgun; Tuysuz, Mustafa; Bektas, Oktay; Geban, Omer
The purpose of this study was adapting an instrument into Turkish which is developed by a research group in California University for identifying pre-service science teachers' epistemological beliefs toward chemistry. The adapted instrument is a likert type instrument with five scales, includes 18 items and it was applied to 100 pre-service sicence teachers to determine their epistemological beliefs in 2009-2010 spring semester. The reliability of the instrument was found as .59. It was concluded that this adapted instrument can be used to determine teachers' and students' epistemological beliefs toward chemistry. (C) 2011 Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
Learning Cycle Model To Foster Conceptual Understanding in Cell Division and Reproduction Concepts
(Sci Methodical Ctr-sci Educologica, 2015) Arslan, Harika Ozge; Geban, Omer; Saglam, Necdet
What should teachers do to ensure a student construct meaningful understanding in cell division and reproduction concepts? This research examined the effect of 5E learning cycle on 10th grade students' understanding of cell division and reproduction concepts and their alternative conceptions on these concepts. Mixed methods research design was utilized for this aim. Eight classes with 228 students from two public high schools were selected conventionally. Experimental groups received learning cycle (LC)a nd control groups received conventional teaching (CT) throughout the 70 weeks. A three-tier diagnostic test was administered to both groups as pre and post-tests. After the treatment, 12 students were interviewed semi-structurally. The results revealed that learning cycle is superior to conventional teaching on promoting conceptual change along with increasing understanding. The present research recommends teachers utilize learning cycle to improve students' understanding and remediate their alternative conceptions.
Pre-Service Physics and Chemistry Teachers' Conceptual Integration of Physics and Chemistry Concepts
(Eurasia, 2016) Tuysuz, Mustafa; Bektas, Oktay; Geban, Omer; Ozturk, Gokhan; Yalvac, Bugrahan
This study examines the pre-service teachers' opinions about conceptual integration (CI) and their understanding of it. A qualitative phenomenology design was used in the study. Data was collected through in-depth semi-structured interviews comprising ten guiding questions. Three pre-service physics and three pre-service chemistry teachers participated conveniently in the study. While the pre-service chemistry teachers took a course regarding the CI explicitly taught, the pre-service physics teachers were not subjected to any information relating to the CI in their course. Data was analyzed by forming the codes and themes. Generally speaking, while the pre-service chemistry teachers think that physics concepts should be used in the chemistry lessons, the preservice physics teachers believe that these two subjects' concepts generally are not related to each other. Moreover, the participants had some difficulties in understanding the CI between physics and chemistry concepts. The possible implication for science teacher education and research is discussed.