Browsing by Author "Kutlu, E."

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Determination of Science Teachers’ Views on Stem Approach
(Karadeniz Technical University, 2018) Bakırcı, H.; Kutlu, E.
STEM approach has been taking place in the Science Curriculum since 2017. Therefore, it became important to explore the views of teachers who are the practitioners of the curriculum related to STEM. The aim of this research is to determine the views of science teachers regarding the STEM approach. The study was carried out with 10 science teachers working in different middle schools in an eastern city of Turkey during 2017-2018 academic year. In this qualitative research data was collected through a semi-structured interview protocol. Content and descriptive analyses were used to analyse the data. Teachers stated that the STEM approach could increase students' motivation and insight towards the course, provide them with multi-faceted thinking, increase the use of the laboratory, and improve decision-making skills. Teachers have also argued that STEM could improve, inquiry and creative skills of students, help them learn by doing, encourage them to design appropriate products for problem situation, improve their learning in concrete ways, and develop their scientific process skills. It was found that the teachers did not have enough knowledge as related to STEM application. For effective implementation of STEM, schools should have adequate equipment and teachers should be informed about STEM via in-service training. © Karadeniz Technical University. All rights reserved.
The Effects of Wood Vinegar on Some Soil Microorganisms
(Aloki Applied Ecological Research and Forensic inst Ltd, 2019) Koc, I; Ogun, E.; Namli, A.; Mendes, M.; Kutlu, E.; Yardim, E. N.
This study was carried out in order to determine the enzyme activity of the wood vinegar obtained from the hazelnut shells with the potential of bio-pesticide in agro-ecosystem soil, and its effect on the microfungi and heterotrophic bacteria in total. The study was realized in the production seasons of 2014-2015 and 2015-2016, in the ecological conditions of the province Mus (in Turkey) on winter wheat field and with four repetitions according to Randomized Blocks Experimental Design. The treatments within the scope of the experiment were conducted as the six different doses of wood vinegar at 0.5%, 1.0%, 2.0%, 3.0%, 4.0%, and 5.0% mL, and the control treatment which was only provided with tap water. Repeated Measurement ANOVA was used to determine the effect of wood vinegar at different doses, the production seasons and periods (pre- and post-treatment) on relevant features. As based on the statistical inferences, only the Treatment x Year and Period x Year interaction effects in terms of the number of heterotrophic bacteria (P = 0.000 and P = 0.011); and only the Period x Year interaction effects for the number of microfungi (P = 0.000) were found statistically significant. Therefore, the effect of the treatments made on the number of heterotrophic bacteria varied by the production seasons. In a similar way, the effect of the production season and periods on the number of microfungi also changed as based on the term. While the effect of period (P = 0.000) and the Treatment x Period interaction (P = 0.014) effect were significant for Alkaline Phosphatase activity, Year x Period (P = 0.001) and Treatment x Period interactions (P = 0.000) were found significant as related to Beta Glucosidase activity. In conclusion, it may be stated that the wood vinegar used at different doses with the purpose of protecting plant and/or crop in wheat agro-ecosystem does not have a negative effect on microbial factors determined in the soil, and especially, the treatment of 3% mL has a positive effect on bacteria number and Beta Glucosidase enzyme activity.
Stem Education Effect on Inquiry Perception and Engineering Knowledge
(Ozgen Korkmaz, 2022) Kutlu, E.; Bakirci, H.; Kara, Y.
Despite the adoption of modern educational approaches such as activity-based, laboratory-based, technology enhanced science education, it is known that in most cases, students have difficulties in achieving desired learning goals such as developing inquiry skills and engineering knowledge. The efforts of science educators to ensure that students reach the desired learning goals have led to the development of new educational approaches. It is then necessary to put the emerging educational approaches into practice, to determine their effects in practice, and to determine the level of achieved learning goals. Therefore, the study intends to examine the effect of Science, Technology, Engineering and Mathematics (STEM) supported science teaching on the perception of inquiry learning skills and engineering knowledge level of 8th graders regarding Basic Machines unit. Quasi experimental research design was adopted. The study was conducted with 8th grade students. The participant students were recruited through easily accessible sampling method. This study was implemented during five weeks. The Inquiry Learning Level Perception Scale (ILSPS) and the Engineering Knowledge Level Scale (EKLS) were data collection tools. The data obtained revealed that STEM supported science teaching was effective on 8th graders inquiry learning skill perception and engineering knowledge levels. It is recommended to carry out comprehensive studies to reveal the effect of STEM-supported science teaching on students’ design skills in the 21st century. © 2022, Ozgen Korkmaz. All rights reserved.