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Article Citation - WoS: 22Citation - Scopus: 24The Design and Fabrication of Supramolecular Semiconductor Nanowires Formed by Benzothienobenzothiophene (btbt)-Conjugated Peptides(Royal Soc Chemistry, 2018) Khalily, Mohammad Aref; Usta, Hakan; Ozdemir, Mehmet; Bakan, Gokhan; Dikecoglu, F. Begum; Edwards-Gayle, Charlotte; Guler, Mustafa O.pi-Conjugated small molecules based on a [1]benzothieno[3,2-b]benzothiophene (BTBT) unit are of great research interest in the development of solution-processable semiconducting materials owing to their excellent charge-transport characteristics. However, the BTBT -core has yet to be demonstrated in the form of electro-active one-dimensional (1D) nanowires that are self-assembled in aqueous media for potential use in bioelectronics and tissue engineering. Here we report the design, synthesis, and self-assembly of benzothienobenzothiophene (BTBT)-peptide conjugates, the BTBT-peptide (BTBT-C-3-COHN-Ahx-VVAGKK-Am) and the C-8-BTBT-peptide (C-8-BTBT-C-3-COHN-Ahx-VVAGKK-Am), as -sheet forming amphiphilic molecules, which self-assemble into highly uniform nanofibers in water with diameters of 11-13(+/- 1) nm and micron-size lengths. Spectroscopic characterization studies demonstrate the J-type - interactions among the BTBT molecules within the hydrophobic core of the self-assembled nanofibers yielding an electrical conductivity as high as 6.0 x 10(-6) S cm(-1). The BTBT -core is demonstrated, for the first time, in the formation of self-assembled peptide 1D nanostructures in aqueous media for potential use in tissue engineering, bioelectronics and (opto)electronics. The conductivity achieved here is one of the highest reported to date in a non-doped state.Article Citation - WoS: 22Citation - Scopus: 41Argumentation To Foster Pre-Service Science Teachers' Knowledge, Competency, and Attitude on the Domains of Chemical Literacy of Acids and Bases(Royal Soc Chemistry, 2017) Cigdemoglu, C.; Arslan, H. O.; Cam, A.Argumentative practices have the potential to contribute to scientific literacy. However, these practices are not widely incorporated in science classrooms and so their effect on the domains of literacy is still not revealed. Therefore, this study proposes to reveal the effect of argumentation on the three domains of chemical literacy related to the concepts of acids and bases. The study participants comprised 29 freshman pre-service science teachers' enrolled in a General Chemistry-II course. Argumentation practices were implemented over six weeks. Open-ended contextual chemical literacy items were developed to assess the differences in the chemical literacy domains and the items were administered before and right after the intervention. The responses to the chemical literacy items were scored with a rubric and three scores were calculated: knowledge, competency, and attitudes. Paired sample t-tests were used to compare the mean scores. All the intervention sessions were video recorded, and three of them were analyzed according to three criteria: the presence of arguments, the frequency of arguments, and the levels of the arguments. The findings revealed that the argumentation practices contributed to the pre-service teachers' chemical literacy skills, mostly to their knowledge and competencies when compared to their attitudes. Moreover, distinct differences in the quality of argumentation levels were observed over the six weeks.Article Citation - WoS: 17Citation - Scopus: 20The Effect of Peer-Led Team Learning on Undergraduate Engineering Students' Conceptual Understanding, State Anxiety, and Social Anxiety(Royal Soc Chemistry, 2018) Eren-Sisman, E. N.; Cigdemoglu, C.; Geban, O.This study aims to compare the effectiveness of a Peer-Led Team Learning (PLTL) model with that of traditional college instruction (TCI) in enhancing the conceptual understanding and reducing both the state anxiety and social anxiety of undergraduate engineering students in a general chemistry course in a quasi-experimental design. 128 engineering students taking the course participated in the study. One of the course sections was randomly assigned to the experimental group and the other section was assigned to the control group. Both sections were taught by the same instructor. The control group was instructed using traditional college instruction, while the experimental group was instructed using the PLTL model. Throughout this study, six peer-led chemistry workshops and leader training sessions were performed simultaneously. The General Chemistry Concept Test, the State-Trait Anxiety Inventory, and the Social Anxiety Questionnaire for Adults were administered before and after the treatment to both groups. One-way Multivariate Analysis of Covariance (MANCOVA) indicated that after controlling students' university entrance scores, trait anxiety scores and pre-test scores of both the General Chemistry Concept Test and state anxiety, the PLTL model was more effective in improving the conceptual understanding and reducing the situational anxiety of engineering students in undergraduate general chemistry. However, it was not so effective in lessening their social anxiety when compared to traditional college instruction.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.
