Çiğdemoğlu, Ceyhan
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Ceyhan, Çiğdemoğlu
Çiğdemoğlu C.
C.,Ceyhan
Çiğdemoğlu,C.
Çiğdemoğlu, Ceyhan
Cigdemoglu, Ceyhan
C., Ceyhan
C.,Çiğdemoğlu
C.,Cigdemoglu
Ceyhan, Cigdemoglu
Ç.,Ceyhan
Cigdemoglu C.
C., Cigdemoglu
Ç., Ceyhan
C., Çiğdemoğlu
Cigdemoglu,C.
Çığdemoğlu, Ceyhan
Cigdemoglu, C.
Çiğdemoğlu C.
C.,Ceyhan
Çiğdemoğlu,C.
Çiğdemoğlu, Ceyhan
Cigdemoglu, Ceyhan
C., Ceyhan
C.,Çiğdemoğlu
C.,Cigdemoglu
Ceyhan, Cigdemoglu
Ç.,Ceyhan
Cigdemoglu C.
C., Cigdemoglu
Ç., Ceyhan
C., Çiğdemoğlu
Cigdemoglu,C.
Çığdemoğlu, Ceyhan
Cigdemoglu, C.
Job Title
Doçent Doktor
Email Address
ceyhan.cigdemoglu@atilim.edu.tr
Main Affiliation
Public Relations and Advertising
Status
Website
ORCID ID
Scopus Author ID
Turkish CoHE Profile ID
Google Scholar ID
WoS Researcher ID
Scholarly Output
51
Articles
29
Citation Count
280
Supervised Theses
16
16 results
Scholarly Output Search Results
Now showing 1 - 10 of 16
Article Citation - WoS: 4Heterogeneity in Classes: Cooperative Problem-Solving Activities Through Cooperative Learning(Fac Teacher Education, 2014) Cigdemoglu, Ceyhan; Kapusuz, Kamil Yavuz; Kara, Ali; Department of Electrical & Electronics Engineering; Public Relations and AdvertisingTeachers, from primary schools to college, experience challenges regarding both increased class sizes and a greater diversity of students having a broad spectrum of abilities, interests, needs, and goals. The aim of this paper is to investigate the effect of cooperative learning through Cooperative Problem-Solving (CPS) activities on homogenous and heterogeneous grouping in an engineering course. As a mixed method design, the study utilized both quantitative and qualitative data. The participants, 47 engineering students selected conveniently, were enrolled in a communication systems course. The analysis of the quantitative data indicated that no significant difference (p=.791) exists between the ways in which the students in homogenous and the students in heterogeneous group understand communication systems. In order to reveal the perceptions of students regarding the implementation, they were interviewed at the end of the semester. The qualitative data obtained from these interviews suggests that students prefer heterogeneous to homogenous grouping. The findings also imply that further research should concentrate on heterogeneous grouping strategies and more detailed qualitative data in order to reveal what kind of patterns emerge from students' interactions in different groupings.Article Citation - WoS: 1Citation - Scopus: 3Science Teachers' Professional Development About Science Centers Enhancing Science Teachers' Views Concerning Nature of Science(Springer, 2020) Eren-Sisman, Ece N.; Cigdemoglu, Ceyhan; Kanli, Uygar; Koseoglu, Fitnat; Public Relations and AdvertisingThe purpose of this study is twofold: first, to delve into professional development (PD) of science teachers' views about nature of science (NOS) throughout activities linking NOS aspects to science centers (SCs), and second, to reveal how a science teacher uses NOS aspects while teaching in SCs. An instrumental qualitative case study method with different data sources was used. There were 18 elementary science teachers participating voluntarily in this study. Additionally, one science teacher among the participants was observed two times during her SCs visit with her grade 6th and 7th students. Researchers trained science teachers for using the facilities of SCs and supported their understanding of NOS. Before and after the workshop, open-ended VNOS-C questionnaire was administered, and follow-up interviews were conducted. Observations in SCs were made to check whether the teacher were able to use NOS concepts while teaching science. Findings revealed that the majority of science teachers exhibited improved views about NOS, and improvement was attained particularly on the aspects of tentativeness, methods of scientific investigation, social and cultural embeddedness, and creativity and imagination, while the least improvement was noted for scientific theories and laws. During the SC visits, the teacher employed all aspects of NOS except the theory and law tenet and mostly discuss about the observation, inference, and experiment while teaching. Further PD activities are suggested to support teachers to develop their own teaching plans specific to each exhibit by employing NOS concepts for teaching with/in SCs.Article Citation - WoS: 14Citation - Scopus: 18Improving Science Teachers' Views About Scientific Inquiry: Reflections From a Professional Development Program Aiming To Advance Science Centre-School Curricula Integration(Springer, 2019) Cigdemoglu, Ceyhan; Çiğdemoğlu, Ceyhan; Koseoglu, Fitnat; Çiğdemoğlu, Ceyhan; Public Relations and Advertising; Public Relations and AdvertisingThe present study specifically focuses on science teachers' views about scientific inquiry and their use of scientific inquiry in their lesson plans, which were prepared at a professional development workshop designed for better utilization of science centers (SCs). As an impact evaluation research, qualitative data was collected from 41 purposively selected volunteer science teachers. The project team provided the participants with intense instruction in inquiry, and fostered them to learn nature of science and nature of scientific inquiry explicitly. The participants designed lesson plans that integrate school science curricula with exhibits at SCs before and after the workshop. An open-ended questionnaire about the views about scientific inquiry (VASI) was administered before and after the workshop, and teachers' post-lesson plans were analyzed to detect the presence of scientific inquiry aspects. The majority of teachers exhibited improved views about scientific inquiry based on the VASI instrument. Also, lesson plan analyses indicated that teachers, who showed more improvement in VASI, included more scientific inquiry (SI) elements in their post-lesson plans. It was observed that science teachers' lesson plans are limited in terms of teaching science in line with real scientific inquiries in SCs to make students learn about the nature of scientific inquiry while learning science. Only two groups embedded SI properly in the SC-oriented lesson plans, and teachers rather used inquiry-based methods of teaching (e.g., argumentation, predict-observe-explain) and process skills (e.g., questioning, explanations). Accordingly, further studies are suggested to develop a specific pedagogical content knowledge framework for teaching with/in SCs.Article Citation - WoS: 3Citation - Scopus: 5Extending Peer-Led Team Learning To Management Education: the Effects on Achievement, Critical Thinking, and Interest(Elsevier Sci Ltd, 2022) Tuzlukaya, Sule; Sahin, Neriman Gonca Guzel; Cigdemoglu, Ceyhan; Tourism Management; Public Relations and Advertising; BusinessAs an attempt to extend the implementation of peer-led team learning to management education, this study proposes to investigate business students' achievement, critical thinking skills, and interest in learning environment across academic ability groups and attitudes towards team leaders. Using a one-shot pre/post experimental design, 108 conveniently selected students participated in the treatment throughout ten weeks. Researchers collected data using the critical thinking scale and interest scales both at the beginning and at the end of the treatment. In addition, students' course achievement is used as a dependent variable. To answer research questions, paired-samples t-test, one-way repeated measure analysis of variance (ANOVA), and multivariate analysis of variance (MANOVA) were used. Results indicate that the mean scores of achievement are significantly different for different ability group students and different levels of attitudes towards team leaders. Besides, students' interest scores increased at the end of the implementation; however, their scores on critical thinking skills decreased. Further studies are suggested to consider these issues in implementing peer-led team learning in social science courses.Article Citation - WoS: 3Context-Based Lessons With 5e Model To Promote Conceptual Understanding of Chemical Reactions and Energy Concepts(Sci Methodical Ctr-sci Educologica, 2015) Cigdemoglu, Ceyhan; Geban, Omer; Public Relations and AdvertisingThis study explores whether the context-based approach with 5E model (CBA-5E) can lead to better understanding of chemical reactions and energy concepts when compared to conventional instruction (CI). Additionally, the study delves into the effect of treatment with regards to gender. Eleventh grade science-major classes with 175 students from two public high schools were enrolled. The experimental groups were treated with CBA-5E, the control groups as CI, the treatments were randomly assigned to the groups. The chemical reactions and energy concepts test, including the common alternative conceptions, was administered as pre- and post-test. The chemical reactions and energy achievement test, including conceptual and algorithmic problems, was administered as a post-test to the groups. Multivariate Analysis of Covariance (MANCOVA) was used for the analysis of the data, and the results revealed that CBA-5E was superior to CI on the students' conceptual understanding regarding these concepts regardless of gender difference.Article Citation - WoS: 1Citation - Scopus: 1An examination of the relationship among conspicuous consumption, social media addiction, narcissism, and empathy: a research on university students(inderscience Enterprises Ltd, 2024) Akbulut, Ayse; Esiyok, Elif; Cigdemoglu, Ceyhan; Ozgen, Ozlen; Public Relations and AdvertisingThe purpose of this study is to reveal the relationship between conspicuous consumption behaviour, social media addiction, narcissistic characteristics, and empathy for university students. Using a cross-sectional survey design, with a non-random sampling strategy, a total of 1,215 participants completed the online survey. Data were analysed through the structural equation modelling technique using the AMOS statistical analysis package to discover the relationship among variables. Findings indicated that social media addiction has a moderately positive relationship with conspicuous consumption, a weak negative relationship with empathy, and a moderately positive relationship with narcissism. As a result, both empathy and narcissism have an impact on conspicuous consumption, and social media addiction affects empathy. This study contributes to the literature in terms of exploring the relationship between empathy and conspicuous consumption together for young consumers.Article Citation - WoS: 37Citation - Scopus: 45Individual Flipped Learning and Cooperative Flipped Learning: Their Effects on Students' Performance, Social, and Computer Anxiety(Routledge Journals, Taylor & Francis Ltd, 2019) Eryilmaz, Meltem; Cigdemoglu, Ceyhan; Public Relations and Advertising; Computer EngineeringThe purpose of this study is to differentiate the effect of cooperative learning strategy integrated with a flipped learning (FL) model from sole FL implementation in promoting students' performances while decreasing their social and computer anxiety in an undergraduate course. As a method, a classical experimental design is used. The participants were from the department of English Language and Literature, and Translation and Interpretation. Students were randomly assigned to individual FL (the control group) class; and FL with cooperative activities (experimental group) class. The groups were randomly assigned as experimental and control by tossing a coin. The implementation took 10 weeks. Students' performances (grades), social anxiety, and computer anxiety were dependent variables of the study and they were compared through multivariate analysis of variance. The results indicated that there is no significant mean difference between groups' performances; however; the group of FL with cooperative activities had less social anxiety, but no significant change occurred at their computer anxiety level.Conference Object Citation - WoS: 0INSTRUCTOR'S VIEWS ON DIGITALIZATION OF CAMPUS; ROLES AND RECOMMENDATIONS(Iated-int Assoc Technology Education A& development, 2016) Cigdemoglu, Ceyhan; Akay, Hasan U.; Tekin, Yucel; Automotive Engineering; Public Relations and AdvertisingThis study delve into determine the faculty members' opinions on digitalization and their views on roles and recommendations to create a digital campus. An open-ended questionnaire was answered by eleven participants, and then semi-structured interviews are conducted with volunteers. In this qualitative research, the participants were purposively selected. All interview sessions were type recorded and the data was transcribed verbatim. Lack of a comprehensive project with its budgets and action plans, job descriptions are perceived as an obstacle to create a digital campus. Lack of motivation is perceived as another obstacle to design digital course contents. The respondents consider that lessons should be designed in more attractive ways through innovative teaching methods through online tools. Faculty members using more digital tools could suggest more accountable action plans for digitalization.Review Citation - WoS: 4Citation - Scopus: 6A Review of the Evolving Conceptualization of Internationalization From a Global Value Chain Perspective(Emerald Group Publishing Ltd, 2023) Uner, Mehmet Mithat; Cigdemoglu, Ceyhan; Wang, Yihuai; Yalcin, Aybuke; Cavusgil, S. Tamer; Business; Public Relations and AdvertisingPurpose - The purpose of this paper is to reveal the assumptive concept of internationalization because it is discussed and understood in the international business (IB) literature. This paper develops a framework to reconceptualize internationalization in the context of global value chain (GVC) and sustainability. Based on this conceptual framework, this paper aims to formulate interrelated propositions to define internationalization.Design/methodology/approach - This paper reviews the assumptive conceptualization process based on empirical evidence obtained through qualitative, illustrative and descriptive content analysis methods. Through the collection and qualitative content analysis of milestone papers, this paper demonstrates the fragmentation of the concept of internationalization. This paper reviews the evolving nature of the concept of internationalization, analyzing the accumulative issues associated with defining internationalization, as well as its potential future development.Findings - This paper introduces a dynamic perspective on the evolving nature of the concept of internationalization and argue there is a need to reconceptualize internationalization in the context of the GVC and sustainability.Originality/value - After reviewing the context in which the term "internationalization " has been applied and taking into consideration the current trends in the IB, this paper formulates an updated definition of the term internationalization. This paper offers a viewpoint on the future direction of the concept of internationalization in light of the growing importance of sustainability within IB.Article Citation - WoS: 102Citation - Scopus: 172A Three-Tier Diagnostic Test To Assess Pre-Service Teachers' Misconceptions About Global Warming, Greenhouse Effect, Ozone Layer Depletion, and Acid Rain(Routledge Journals, Taylor & Francis Ltd, 2012) Arslan, Harika Ozge; Cigdemoglu, Ceyhan; Moseley, Christine; Public Relations and AdvertisingThis study describes the development and validation of a three-tier multiple-choice diagnostic test, the atmosphere-related environmental problems diagnostic test (AREPDiT), to reveal common misconceptions of global warming (GW), greenhouse effect (GE), ozone layer depletion (OLD), and acid rain (AR). The development of a two-tier diagnostic test procedure as described by Treagust constitutes the framework for this study. To differentiate a lack of knowledge from a misconception, a certainty response index is added as a third tier to each item. Based on propositional knowledge statements, related literature, and the identified misconceptions gathered initially from 157 pre-service teachers, the AREPDiT was constructed and administered to 256 pre-service teachers. The Cronbach alpha reliability coefficient of the pre-service teachers' scores was estimated to be 0.74. Content and face validations were established by senior experts. A moderate positive correlation between the participants' both-tiers scores and their certainty scores indicated evidence for construct validity. Therefore, the AREPDiT is a reliable and valid instrument not only to identify pre-service teachers' misconceptions about GW, GE, OLD, and AR but also to differentiate these misconceptions from lack of knowledge. The results also reveal that a majority of the respondents demonstrated limited understandings about atmosphere-related environmental problems and held six common misconceptions. Future studies could test the AREPDiT as a tool for assessing the misconceptions held by pre-service teachers from different programs as well as in-service teachers and high school students.
