Çiğdemoğlu, Ceyhan

Profile Picture
Name Variants
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.
Job Title
Doçent Doktor
Email Address
ceyhan.cigdemoglu@atilim.edu.tr
Main Affiliation
Public Relations and Advertising
Status
Website
ORCID ID
Scopus Author ID
54787397100
Turkish CoHE Profile ID
Google Scholar ID
WoS Researcher ID
Scholarly Output

51

Articles

29

Citation Count

280

Supervised Theses

16

Filters

2014 - 201922020 - 20222
Reset filters

Settings

Author: Cigdemoglu,C.

Scholarly Output Search Results

Now showing 1 - 4 of 4
  • Thumbnail Image
    Article
    Citation - Scopus: 3
    Flipped Learning Model - Learning Style Interaction: Supporting Pre-Service Teachers on Science Teaching Methods and Personal Epistemologies
    (International Council of Associations for Science Education (ICASE), 2022) Cam,A.; Arslan,H.O.; Cigdemoglu,C.; Public Relations and Advertising
    This study revealed how the flipped learning model interacted with the learning styles of primary pre-service teachers. In addition, the impact of the flipped model on participants' science teaching course achievement and personal epistemologies was investigated. A mixed-method research design was conducted with 27 primary pre-service teachers enrolled in a Science Teaching Course. The flipped classroom model was applied for 15 weeks. The Kolb Learning Style Inventory was distributed to categorize participants under learning styles. Midterm and final exam scores were used as an indicator of course achievement and compared with 30 primary pre-service teachers' achievement from the previous semester. Lesson plans of the participants were analyzed qualitatively to investigate the personal epistemologies of the participants. Analysis indicated that flip learning environment supported "divergers" more than the others on course achievement. The level of sophistication on personal epistemologies changed across learning styles and the method of teaching differed across learning styles. Further studies need to be conducted to reveal how teacher education programs help pre-service teachers improve personal epistemologies and transfer them to their instruction. © 2022 Journal of Open Humanities Data. All rights reserved.
  • Thumbnail Image
    Article
    Citation - Scopus: 4
    Context-based lessons with 5E model to promote conceptual understanding of chemical reactions and energy concepts
    (Scientific Methodical Center, 2015) Cigdemoglu,C.; Geban,O.; Public Relations and Advertising
    This 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. © 2015, Scientific Methodical Center. All right resurved.
  • Thumbnail Image
    Article
    Citation - Scopus: 6
    Flipping the Use of Science, Technology, and Society Issues as Triggering Students’ Motivation and Chemical Literacy
    (International Council of Associations for Science Education (ICASE), 2020) Cigdemoglu,C.; Public Relations and Advertising
    The aim of this paper was to investigate the effect of the use of science, technology, and society (STS) issues through flipped and traditional learning environments on students’ motivation to learn chemistry as well as their chemical literacy (CL). Two freshman engineering classes totaling 89 students taught by the same instructor enrolled in a general chemistry course at a university were the sample of the study. The study had one intervention and one comparison group (CG); the groups were randomly assigned. The intervention group engaged in the STS issues through flipped learning environment while the CG engaged in the STS issues in a traditional setting. A motivation questionnaire was administered to the groups at the beginning and at the end of the treatment; in addition, CL items were administered at the end of semester. The treatment took one semester. Multivariate analysis of variance (MANOVA) was used to compare groups on pre-test scores; then, multivariate analysis of covariance was used to reveal the effect of treatments on motivation, its factors, and CL. The results indicated that utilizing STS issues through the flipped learning environment was superior to traditional STS instruction on increasing students’ overall motivation score, intrinsic motivation, and relevance of chemistry. No significant difference was observed in CL scores. Further studies are suggested to investigate the impact of flipped STS interventions on higher-order thinking skills including socio-scientific reasoning. © 2020 International Council of Associations for Science Education (ICASE). All Rights Reserved.
  • Thumbnail Image
    Article
    Citation - Scopus: 5
    Heterogeneity in Classes: Cooperative Problem-Solving Activities Through Cooperative Learning;
    (FACTEACHEREDUCATION, 2014) Cigdemoglu,C.; Kapusuz,K.Y.; Kara,A.; Department of Electrical & Electronics Engineering; Public Relations and Advertising
    Teachers, 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. © 2014, FAC TEACHER EDUCATION. All right reserved.