Browsing by Author "Tarkin, Aysegul"

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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.
Implementation of Case-Based Instruction on Electrochemistry at the 11th Grade Level
(Royal Soc Chemistry, 2017) Tarkin, Aysegul; Uzuntiryaki-Kondakci, Esen
This study aims to compare the effectiveness of case-based instruction over traditional instruction in improving 11th grade students' understanding of electrochemistry concepts, attitudes toward chemistry, chemistry self-efficacy beliefs, and motivation to learn chemistry. In total, 113 students (47 males and 66 females) from three high schools participated in this study. Two of the classes from each school were randomly assigned to be either the experimental or control group. The experimental group was instructed by case-based instruction while the control group was taught by traditionally designed instruction. The Electrochemistry Concept Test, Attitude toward Chemistry Scale, High School Chemistry Self-efficacy Scale, and Chemistry Motivation Questionnaire were applied as pre- and post-tests to students in both groups. Moreover, a feedback form was administered to students in the experimental group at the end of the study to get students' opinions about the case-based instruction. One-way Multivariate Analysis of Variance (MANOVA) revealed that case-based instruction was an effective method to improve students' understanding of electrochemistry concepts, attitude toward chemistry, and intrinsic motivation to learn chemistry. The qualitative data gathered from the feedback forms also supported the results of the inferential statistics. Students reported that chemistry lessons were more interesting and enjoyable via case-based instruction.
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.
Pre-Service Chemistry Teachers' Understanding of Ionization and Dissolution
(Elsevier Science Bv, 2011) Ekiz, Betul; Bektas, Oktay; Tuysuz, Mustafa; Uzuntiryaki, Esen; Kutucu, E. Selcan; Tarkin, Aysegul
The purpose of this study was to find out pre-service chemistry teachers' explanations and representations regarding ionization and dissolution concepts. Data were collected through open ended questions from seven respondents. Findings indicated that only three participants agreed that solid AgCI partially dissolves in water. Moreover, only two of them drew this process at the microscopic level correctly. Similarly, three respondents accepted that solid NaCI dissolves in water not ionizes. Moreover, only two of them were able to draw this process at the microscopic level correctly. Finally, one participant stated that gaseous HCl ionizes in the water. Also, none of the participants represented this process correctly. (c) 2011 Elsevier Ltd. Open access under CC BY-NC-ND license.
Pre-Service Chemistry Teachers' Understanding of Phase Changes and Dissolution at Macroscopic, Symbolic, and Microscopic Levels
(Elsevier Science Bv, 2011) Tuysuz, Mustafa; Ekiz, Betul; Bektas, Oktay; Uzuntiryaki, Esen; Tarkin, Aysegul; Kutucu, E. Selcan
The purpose of this study was to investigate how pre-service chemistry teachers use macroscopic, symbolic, and microscopic levels and how they integrate teaching strategies at these three levels while instructing phase changes and dissolution. Also, their opinions on the importance of using these three levels in their instructions were examined. The participants were seven pre-service chemistry teachers. Data were collected using open ended questions. Results indicated that pre-service chemistry teachers generally used demonstration, experimentation, and lecturing at macroscopic level. Although they believed that the use of the three levels promotes meaningful learning, they had some difficulties in integrating these levels with the contents during instruction. (c) 2011 Elsevier Ltd. Open access under CC BY-NC-ND license.
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