Browsing by Author "Kaya, Gokhan"

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Discourse Patterns and Communicative Approaches for Teaching Nature of Science
(Turkish Education Assoc, 2016) Kaya, Gokhan; Sardag, Metin; Cakmakci, Gultekin; Dogan, Nihal; Irez, Serhat; Yalaki, Yalcin
This study aims to determine discourse patterns and communicative approaches utilised for teaching the nature of science (NOS) using an explicit-reflective approach. This study was conducted as part of a research project aiming to support teachers' classroom practices through a long-term professional development program focusing on teaching NOS. Discourse analysis was used to determine classroom discourse patterns and communicative approaches. Audio and video recordings of classroom lectures conducted by 8 of the 22 teachers participating in the project were used for analysis. A total of 505 minutes of teacher-student dialogue was recorded and subsequently analysed. The results indicated that teachers used three different discourse patterns (triadic, chain, and adjacency pair) and three different communicative approaches (interactive-dialogic, interactive-authoritative, and non-interactive-dialogic) for teaching NOS using the explicit-reflective approach. The most common discourse pattern was the triadic pattern (initiation-response-evaluation), and the interactive-authoritative approach was the most common communicative approach. These findings contribute to the literature in terms of increasing the efficiency of using the explicit-reflective approach by considering classroom discourse to teach students NOS.
Navigating School Science Fairs in the Artificial Intelligence Age: A Local Fair Transformed
(Routledge Journals, Taylor & Francis Ltd, 2025) Kaya, Gokhan; Sardag, Metin; Cakmakci, Gultekin
BackgroundThe integration of artificial intelligence and digital platforms has significantly transformed educational practices, particularly in response to the COVID-19 pandemic. Science fairs, a vital aspect of STEM education, have evolved from traditional in-person events to virtual formats. These virtual science fairs offer unique opportunities for broader accessibility and cost-efficiency while maintaining the integrity of science communication and student engagement.PurposeThis study explores the transition of science fairs to virtual environments, examining their impact on students, teachers, and the overall educational experience.SampleThe study involved eight volunteer STEM teachers (four female, four male) from various secondary schools in Turkey. These teachers had prior experience with science fairs and participated in semi-structured interviews to share their experiences with virtual science fairs.Design and methodsA qualitative case study approach was employed to explore the experiences of teachers and the implementation of virtual science fairs. Data were collected through semi-structured interviews and analyzed to identify recurring themes related to the advantages, disadvantages, contributions to teachers and students, and the interaction dimensions of virtual fairs.ResultsThe findings revealed that virtual science fairs provide significant advantages, such as wide participation, economic efficiency, and the ability to transcend geographic boundaries. However, they also present challenges, including technical difficulties and reduced sensory engagement. Teachers noted that virtual fairs enhanced their awareness of using digital platforms for educational purposes, while students reported increased motivation, self-confidence, and a sense of connection to the real world through these virtual experiences.ConclusionVirtual science fairs represent a viable alternative to traditional in-person events, offering broader accessibility and fostering student engagement in STEM education. While they present certain challenges, the benefits of virtual fairs in terms of inclusivity, cost-efficiency, and educational impact suggest their continued relevance and potential for future educational practices.