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Article Citation - WoS: 1Citation - Scopus: 6Science 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, FitnatThe 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: 108Citation - Scopus: 186A 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, ChristineThis 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.Article Citation - WoS: 17Citation - Scopus: 21Improving 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: 39Citation - Scopus: 49Individual Flipped Learning and Cooperative Flipped Learning: Their Effects on Students' Performance, Social, and Computer Anxiety(Routledge Journals, Taylor & Francis Ltd, 2019) Eryilmaz, Meltem; Cigdemoglu, CeyhanThe 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.Article Citation - WoS: 27Citation - Scopus: 56Improving Students' Chemical Literacy Levels on Thermochemical and Thermodynamics Concepts Through a Context-Based Approach(Royal Soc Chemistry, 2015) Cigdemoglu, Ceyhan; Geban, OmerThe aim of this study was to delve into the effect of context-based approach (CBA) over traditional instruction (TI) on students' chemical literacy level related to thermochemical and thermodynamics concepts. Four eleventh-grade classes with 118 students in total taught by two teachers from a public high school in 2012 fall semester were enrolled in this particular study. The treatments were randomly assigned to the already formed classes; experimental groups were treated as CBA, the control groups as TI. Each teacher had one experimental and one control group. Open-ended contextual item sets were developed to assess students' chemical literacy level in thermochemical and thermodynamics concepts. The test was administered to both groups as a post-test at the end of the implementation. Students' responses to item sets were analyzed based on the rubric prepared as the answer key. Analysis of Covariance (ANCOVA) was used for interpreting the data. The results reveal that CBA is superior to TI on improving students' chemical literacy levels, implying that CBA, as a discussion platform for concepts through real-life experiences, has a significant role in increasing students' chemical literacy levels in abstract and difficult concepts regardless of the gender difference.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, CeyhanAs 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.
