iser 2015 World Conference on Education A framework and research agenda for 21st century education Istanbul Yeditepe University, Turkey Book of Abstracts iser 2015 is sponsored by
iser 2015 World Conference on Education Scientific Program Istanbul Yeditepe University, Turkey COMMITTEES FOR iser 2014 WORLD CONFERENCE iser EXECUTIVE BOARD President M. Fatih TAŞAR, Gazi Üniversitesi, TURKEY Vice President Ingo EILKS, Universität Bremen, GERMANY Treasurer Muhammet UŞAK, GaziÜniversitesi, TURKEY Membership Secretary Milan KUBIATKO, Masaryk University, CZECH REPUBLIC ORDINARY MEMBERS Sauma BOUJADE, American University of Beirut, LEBANON Anjum HALAI, Aga Khan University, TANZANIA Linda HOBBS, Deakin University, AUSTRALIA Rachel MAMLOK-NAAMAN, Weizmann Institute of Science, ISRAEL Sonya N. MARTIN, Seoul National University, REPUBLIC of KOREA Lisa MARTIN-HANSEN, California State University Long Beach, USA Kamisah OSMAN, Universiti Kebangsaan, MALAYSIA Pavol PROKOP, Trnava University, SLOVAKIA Andrej ŠORGO, University of Maribor, SLOVENIA HOSTS of iser 2015 Nurcan Bac (Rector of Yeditepe University) Ayşe Semra Akyel (Dean of the Faculty of Education) iser 2015 CONFERENCE CO-CHAIRS Hülya Kılıç & Gonca Kızılkaya Cumaoğlu Yeditepe University LOCAL ORGANIZING COMMITTEE Esra Akgül, Yeditepe University Jale Çakıroğlu, METU A. Kürşat Erbaş, METU Emrah Pelvanoğlu, Yeditepe University Dilara Demirbulak, Yeditepe University M. Fatih Taşar, Gazi University Deniz Tat, Yeditepe University Muhammet Uşak, Gazi University
iser 2015 World Conference on Education Presentation Abstracts Keynote Speech 1 Wednesday, June 10, 2015 Room: GSF 8th Floor Conf. Hall Date: 10.6.2015 Time: 10:30-11:30 Session Chair: Gonca Kızılkaya Cumaoğlu KS-1 A New Look at Science Literacy: The Next Generation Chun-Yen Chang There has been a long debate between what content should be taught in the science classroom for K-12 education in Taiwan. At one end of the continuum lies the 'Facts and Truths' (FaT) approach emphasizing that students should 'think and do research like a scientist' (i.e. expert orientation); while on the other end of the continuum, proposing science content being closely related to students' daily-life to increase their interest in science (layman orientation). In this presentation, I would like to report our latest efforts on Scientific Literacy in Media (SLiM), which takes a novel approach in accommodating both views of science experts (school textbooks) and students' daily lives (mass media). In the upcoming decade, the ultimate goal of SLiM is no less than the full transformation of science learning and teaching in Taiwan. A ten-year span (2000-2009) concept map of scientific terms, including 'core and crust' concepts, mined from the news media, is developed and proposed to be used as a future science curriculum guideline. The SLiM-based instructional modules and assessment tools with technology integration is under development, aiming to reform current teaching and evaluation practices in the classroom. A teacher preparation model, MAGDAIRE, is also proposed to realize the aforementioned goal. It is our hope that SLiM can become the next driving force to transform learning and teaching in the 21st century of Taiwan. Keynote Speech 2 Room: GSF 8th Floor Conf. Hall Date: 10.6.2015 Time: 11:30-12:30 Session Chair: Esra Akgül KS-2 Multidimensional Learning in The Next Generation Science Standards Ramon Lopez, Ann Cavallo, Greg Hale The recently developed The Next Generation Science Standards (NGSS) in the US present significant challenges both for instruction and teacher preparation. I will provide a broad overview of the NGSS, which are written as a set of performance expectations. In particular, I will focus on the issues raised by the multidimensional nature of the NGSS. I will then discuss UTeach, a model teacher preservice program for secondary science and mathematics teachers developed by the University of Texas at Austin. UTeach has been adopted by 44 universities enrolling 6832 students in the Spring 2015 semester, including the University of Texas (UT) at Arlington. UTeach 1
places considerable emphasis on inquiry-centered instruction and understanding the big ideas in science. I will also discuss UT Arlington s Robert Noyce scholarship program (funded by the US National Science Foundation) and how we have integrated that program into UTeach. Finally, I will illustrate features of our secondary science and mathematics teacher education program that address multidimensional learning and which can contribute to meeting the challenge posed by the NGSS. Concurrent Session 1.1: Oral Presentations Room: GSF 7E01 Date: 10.6.2015 Time: 13:30-15:00 Session Chair: Hakan Akçay CS.01.01.A Renk kodlamalı Okuma ve Konuşma: Bir Otizm Uygulaması Color Coded Reading and Speaking: An Autism Application Ufuk Özdemir, Esra Macaroğlu Akgül Otizm gelişimsel bir sorun olup kendisini en çok sosyal iletişim problemleri ile gösteren bir durumdur. Otizmli çocukların bazıları hemen hiç konuşmayarak sözel iletişim kurmazlar. Bu durum onların kendilerini ifade etmelerini kısıtladığı için hırçınlaşmalarına sebep olabilmektedir. Bu çalışmanın konusu yaşları ne olursa olsun, otizmli bireyler otizmden etkilenme derecelerine göre değişebilen ölçüde okuma ve konuşmayı öğrenebilirler düşüncesini temel alarak oluşturulan bir okuma ve konuşma tekniği geliştirilmesidir. Söz konusu teknik otizmli bireylerin okuma yoluyla konuşma geliştirmesine destek sağlamaktadır. Otizmli bireylerin eğitiminde rengin ipucu olarak kullanılması yeni bir yaklaşım olmamakla birlikte otizmli bireylerin Türkçe okuma ve konuşma eğitiminde kullanıldığına yapılan literatür taramasında rastlanmamıştır. Örneğin, Wilkinson, Carlin ve Thistle (2008) de renklerle kodlanmış nesnelerin öğrenilmesini konu alan ve Down sendromluları içeren çalışmalarında rengin katılımcıların daha hızlı ve doğru öğrenmeyi desteklediğini ortaya koymuşlardır. Renklerle kodlama yapılarak okuma öğretimi yapılan bu çalışmaya yaşları 13 ve 30 arasında değişen on dört otizmli birey katılmıştır. Araştırmaya katılan 14 birey birebir aynı uygulamadan geçmiş fakat uygulama süreleri her katılımcının bireysel ihtiyaçlarına göre farklılık göstermiştir. Bu sunumda ise kısa zamanda çok detay verebilmek adına sadece ilk katılımcının uygulamasına ait detaylar verilecektir. Araştırmacının nitel desende düzenlediği bu çalışmada sınıf içi video kayıtları ve araştırmacının alan notları veri toplama yollarını oluşturmuştur. Her öğrencinin her iki dersinden birinin video kaydı oluşturulmuş, bu kayıtlar 2 araştırmacı tarafından bağımsız olarak izlenip, otizmli bireylerin renk kodlu okuma sistemine nasıl tepki verdiklerinin belirlenmesi amacıyla açık kodlama yoluyla analiz edilmiştir. Araştırmacının alan notları analiz sonuçlarını desteklemek amacıyla kullanılarak çalışmaya ait bir sav oluşturulmuştur. Veri analizi ve savla ilgili detaylar sunum sırasında paylaşılacaktır. CS.01.01.B Otizmde Sanat Eğitimi - Arts Education in Autism Sultan Turhan, Esra Macaroğlu Akgül, Canan Sola Özgüç, Ayşe Büşra Subaşı Yurtçu Otizmli bireylerin pek çoğu günlük yaşantılarında sosyal ve iletişimsel zorluklarla karşılaştıkları gibi kısıtlı hareket etme yetisine sahiptirler. Yapılan araştırmalar müziğin otizmli bireylerle iletişim kurma ve onlardaki iletişim becerisini geliştirme üzerinde oldukça etkili olduğunu göstermiştir. Otizmli bireylerde terapi amaçlı kullanılan müziğin, çeşitli becerilerin gelişimine, sosyal ortam ve duygusal fon oluşturma gibi olumlu etkileri vardır. Düzenli müzik uğraşısı ancak sınıflarda veya benzer ortamlarda iştirak edilen müzik dersleri yoluyla olmaktadır. Bu sebeple sınıf ve benzeri öğrenme ortamlarında otizmli bireylerin müzik yoluyla nasıl en üst düzeyde öğrenmelerinin sağlanabileceği çok önemli ve bilinmesi gereken bir konudur. Teknoloji destekli öğretim ise daha fazla odaklanma ve daha uzun süre çalışabilme yoluyla sadece normal gelişen bireyler için değil otizmli bireyler için de fonksiyonel öğrenme ortamlarının oluşturulmasına olanak sağlar. Teknolojinin kolaylaştırıcılığı müziğin terapi amaçlı kullanılışı ile bir araya getirildiğinde ise otizmli bireylerin daha kolay ve kalıcı öğrenmeleri beklenmektedir. Bu çalışma 2
da bu beklentiden yola çıkılarak hazırlanmıştır. Çalışmanın amacı sınıfta yapılan müzik derslerine yardımcı olmak üzere mobil bir eğitim uygulamasının geliştirilmesi ve uygulanmasıdır. Söz konusu mobil uygulama gerçekleştirilirken otizmli çocuklara öğretim yapan dört müzik öğretmeni ile yarı yapılandırılmış görüşmeler yapılmış ve ihtiyaçlar belirlenmiş, uzman görüşü alınarak yazılıma başlanmış, yazılım geliştirildiğinde taslak versiyonu uygulamaya konmuş, uygulama sırasında araştırmacılar tarafından gözlemler yapılarak kayıt altına alınmış ve uygulayan öğretmenlerden bir değerlendirme formu aracılığı ile uygulamaya ait görüş ve öneriler toplanmış, son olarak da toplanan veriler ışığında yazılım tekrar gözden geçirilip iyileştirilmiştir. Araştırmada uygulamacı olan 4 öğretmen Otizm Spektrum Bozukluğu (OSB) gösteren öğrencilerine mobil uygulamayı başarı ile öğretmişler, öğrencilerinin ihtiyaçları doğrultusunda geleneksel olmayan ve esnek yaklaşımlarla mobil uygulama kullanımına ait stratejiler de geliştirmişlerdir. CS.01.01.C Öğrenme Güçlüğüne Sahip İlkokul Öğrencilerinin Öğrenim Hayatlarında ve Sosyal Yaşamda Karşılaştıkları Problemler - Problems Faced by Students with Learning Difficulties in Educational Life and in Social Interactions Kevser Subay, Hakan Akcay Bu araştırma ilkokulda öğrenme güçlüğü yaşayan öğrencilerin, ailelerinin, onları eğiten öğretmenlerin yaşadıkları sorunları tespit etmeyi amaçlamaktadır. Araştırma İstanbul ili Güngören ilçesinde bulunan bir İlkokulda öğrenim gören 3 öğrenci etrafında şekillendirilmiş olup, bu öğrenciler öğretmenleri ve velileri ile birlikte çalışmaya dahil edilmiştir. Nitel araştırma yöntemlerinden yarı yapılandırılmış görüşme tekniği kullanılan çalışmada öğrenci, öğretmen ve velilere ayrı ayrı 25 er soru hazırlanmış ve farklı zamanlarda birebir görüşmeler yapılmıştır. Görüşmenin kapsamı öğrenci-okul, öğrenci-öğretmen, öğretmen-veli ilişkileri çerçevesinde oluşturulmuştur. Görüşmede öğrencinin RAM a gitme süreci öncesinden itibaren izlenen yol, öğrenci ile velisinin okula karşı tutumu, velinin sürece yaklaşımı ve son olarak öğretmenin veli ve öğrenci ile ilgili değerlendirmeleri tespit edilmiştir. Görüşmeler sohbet havasında gerçekleştirilmiş, bireylerin beden dili ve davranışları dikkate alınmış ve not edilerek değerlendirme sürecine dahil edilmiştir. Her öğrenci için ayrı ayrı durum analizi yapılmıştır. Daha sonra elde edilen durum çalışması sonuçları karşılaştırılmış ortak ve farklılıklar tespit edilip değerlendirilmiştir. Elde edilen sonuçlara göre; öğrencilerin okula karsı olumsuz tutum sergiledikleri, davranış problemleri gösterdikleri, ailelerin çocuklarının öğrenme zorluğu problemi yaşadığını kabul etmede zorlandıkları, öğrenim sürecinde çocuklara zaman zaman şiddet uyguladıkları, öğretmenlerin ise çocukların öğrenim güçlüğü yaşadıklarını tespit etmede ve onlara nasıl davranacaklarını belirlemede yetersiz kaldıkları tespit edilmiştir. 3
Concurrent Session 1.2: Invited Workshop Room: GSF 415 Compt. Lab. Date: 10.6.2015 Time: 13:30-15:00 IWS.01.02 Dönüşüm Geometrisinin Sanal Dinamik Geometri Ortaminda Kavramsal Olarak İrdelenmesi - Conceptually Studying Transformational Geometry in a Virtual Dynamic Geometry Environment Zuhal Yılmaz, Beyza Olgun Teknoloji matematik eğitim ve öğretiminde etkin olarak kullanıldığında öğrencilerin matematiksel akil yürütmelerine, başarılarına ve anlamalarına olumlu katkıda bulunmaktadır (MEB, 2013; NCTM, 2000). Eğitim teknolojisinin aktif olarak kullanıldığı alanların başında geometri gelmektedir. Bu çalıştayda geometri öğretiminde sıklıkla kullanılan araçlardan GeoGebra ve Geometer s Sketchpad ile dönüşüm geometrisini ele alan etkinlikler yapılacaktır. Öğretmenler, öğrenciler ve öğretmen adayları dönüşüm geometrisi konu alanına giren yansıma, öteleme ve dönmeyi kavramsal olarak tanımlamada ve anlamada zorluklar yaşamaktadır. Bu çalıştayda dinamik geometri araçları ile oluşturulmuş etkinlikler kullanılarak, öğretmenlerin dönüşümleri kavramsal olarak irdelemeleri ve uygulamaları planlanmaktadır. Çalıştay üç asamadan oluşacaktır. Birinci aşamada dönüşümleri içeren bir etkinlik ile öğretmenlerin dönüşüm çeşitlerini sınıflandırmaları ve özelliklerini keşfetmeleri sağlanacaktır. İkinci aşamada dönüşüm çeşitlerinin matematiksel olarak manaları irdelenecek ve dönüşümler tanımlanacaktır. Son aşamada ise GeoGebra da çeşitli dönüşümler oluşturulacak ve dönüşüme örnek ve örnek olmayan durumlar incelenecektir. Concurrent Session 1.3: Oral Presentations Room: GSF 7E03 Date: 10.6.2015 Time: 13:30-15:00 Session Chair: Dilara Demirbulak CS.01.03.A Constructing Mentoring or Teacher Leadership? Function of Mentoring Practices in Evolving Teacher Leadership Talents Tugce Gul Mentoring is seen as a vital step in contributing to school endeavors to grow professionally (Smylie, Conley, & Marks, 2002) and in practicing leadership characteristics as a baseline for other teacher leadership activities. In literature, mentoring is described as one of the formal roles of teacher leadership in terms of supporting one another and helping each other transform their practices (Ackerman & Mackenzie, 2006; Dills, 2001; Dozier, 2007; Gabriel, 2005; Swanson, 2000). Mentoring creates a space for teachers to display their leadership potential as it indirectly brings value to the school community. The purpose of this qualitative case study is to examine mentor teachers, as teacher leaders, perceptions of their mentoring practices and whether they transfer their evolving mentoring skills into other leadership practices as they participate in a leadership development training program. The participants in this study entail three experienced secondary physics and chemistry teachers, called Master Teaching Fellows (MTFs), who also organized and implemented outreach professional development activities for K-12 teachers. The data analyzed using multiple coding methods via NVivo that generate themes from interviews with the MTFs and archival data from the leadership program. Results show that when mentors advance their mentoring skills by training, they become able to nurture their own leadership skills as well as help others (i.e. novice/student teachers and other colleagues ) learning, including ways of thinking on teaching, reform-based teaching and learning practices, strengthening their rapports, professional vision and identity. It is expected that the results of the study provide practical suggestions to mentors itself and the professional development developers for fruitful formation of effective mentoring and leading skills to improve mentor teachers leadership talents as cultivating their mentees and influencing other teachers. 4
CS.01.03.B A Comparison of Pre-Service Teacher s Conceptual Understandings of and Achievement Levels in the Circulatory System with Open-Ended and Multiple Choice Questions Halil Kunt, Ali Rıza Şekerci, Ali Rıza Erdem It is a known that open-ended and multiple-choice format questions are two of the most prevalent forms of questions used to measure text comprehension and learning in educational. The multiplechoice and open ended questions are critically important for both practical and theoretical reasons. (Ozuru, Briner, Kurby, & McNamara, 2013). In this study, it was aimed to determine preservice teachers achievement and conceptual understanding on the subject of cırculatory system with open-ended and multiple choice questions. In addition, if there is a relationship between open-ended questions and multiple choice questions was investigated. 142 first year students attending Preschool Education Department in Education Faculty in Dumlupinar University constituted the sample of the study. The data were collected from 20 multiple choice questions, Circulatory System Concept Test (CSCT) by the researchers, 20 open-ended question and writtensurvey forms. KR-20 of the open-ended version of the comprehension questions was.89, and multiple-choice version of the questions was.70. First of all the open-ended and then multiplechoice format questions because providing multiple-choice questions first would make performance on open-ended questions heavily confused with the exposure to the answer options, one of which is correct answer. The data that collected from open-ended questions were analyzed by grouping them into five groups as thoroughly understanding, partially understanding, misconception, not understanding and blank/unanswered (Abraham, Grzybowski, Renner, and Marek, 1992; Abraham, Williamson and Westbrook, 1994). Open-ended and multiple choice questions were assessed out of 100 points. Moreover, the data of this study has been analyzed by using inferential and descriptive statistical methods. CS.01.03.C A Comparison of Kazakh and Turkish Pre-service Teachers' Views about Effective Mentoring Practices Ahmet Cezmi Savaş, Selim Güvercin Mentoring practice, practicum, intern experience, school experience and field experience are the concepts used interchangeably for the students experience in schools as a teacher candidate in pre-service education. This study aims to the compare of the Kazakh and Turkish pre-service teachers' views about effective mentoring practices. The target population of this research, which is in correlational model, consists of 50 Kazakh Mathematics pre-service teachers studying in public schools in the city center of Almaty and 50 Turkish Mathematics pre-service teachers studying in public schools in the city center of Gaziantep. The research scale was used in order to collect data needed for the research: Mentoring for Effective Mathematics Teaching Instrument and Teaching Performance Scale, which was developed by Peter Hudson. Five factors characterised effective mentoring practices in mathematics teaching had acceptable Cronbach alphas, that is, Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback. While analyzing the difference of mentoring program of both pre-service teachers, t- test was used in SPSS. The results will be presented in I-SER congress. 5
Concurrent Session 1.4: Oral Presentations Room: GSF 7E04 Date: 10.6.2015 Time: 13:30-15:00 Session Chair: Alper Bayazıt CS.01.04.A Geçmişi Anlamak, Tarihi Anlamlandırmak: 120 Filmi Örneği Sevgi Coşkun Keskin, Mesut Biter, Cihan Taş Geleneksel yöntemler, tarih öğretiminde kısmen de olsa kültürel mirası aktarmada etkilidir. Ancak çocukları ezberciliğe iterek tarihsel beceri, değer ve kavramların kazandırılmasında yetersiz olur. Son yıllarda ülkemizde uygulanmaya çalışılan yapılandırmacı yaklaşımda çocukların bilgi kazanmasından öte temel kavramları kullanması, beceri ve değer kazanması önemsenmektedir. Ancak bu yaklaşım, teorik boyutta kalmıştır. Bu nedenle, çalışmada tarihi filmlerin kullanılarak geleneksel yöntemlerin ötesine geçme konusunda örnek oluşturmak amaçlanmıştır. Temellendirilmiş kuram deseniyle yapılan araştırma, sosyal bilgiler dersi kapsamında 3 farklı sınıftan 56 yedinci sınıf öğrencisiyle yapılmıştır. Veri toplama sürecinde 120 adlı filmin izlenmesinden önce ve sonra I. Dünya Savaşı nın nasıl olduğu, savaşta insanların neler yaşamış olacağı ile ilgili görüşler alınmıştır. Analizler sonucunda beş sava ulaşılmıştır: 1) Tarihi filmler, öğrencilerin geçmişte yaşanan olay ve olguları daha iyi algılamasını ve bu konularda anlayış oluşturmasını sağlar. 2) Tarihi filmler, öğrencilerde başta vatan sevgisi, milli bilinç, fedakârlık, cesaret, minnettarlık olmak üzere pek çok değeri sergilemesini sağlar. 3) Tarihi filmler öğrencilerde başta olmak üzere; eleştirel düşünme becerisi, empati, değişim ve sürekliliği algılama ve karar verme becerisi gibi pek çok beceriyi sergilemesini sağlar. 4) Tarihi filmler; şehitlik, harp, kahramanlık, savaş gibi pek çok tarihle ilgili kavramın kullanılmasını sağlar. 5) Tarihi filmler; tarihi konuların öğretiminde sempati duyma, geçmişiyle gurur duyma, acı hissetme gibi pek çok duygunun dile getirilmesini sağlar. CS.01.04.B Çocuk Mecazlarında Okul School in Kids Metaphors Sevgi Coşkun Keskin, Aydan Ulay, Mehtap Kara Azder Okullar günümüzde eğitim ve öğretimin en canlı mekanizması olarak ortaya çıkmaktadır. Öğrencilerin zihinlerindeki okul farklı şekillerde algılanmaktadır. Bu algıların ne olduğunun bilinmesi, okula karşı olan memnuniyetin ya da memnuniyetsizliğin boyutlarını ortaya koyacağından, daha verimli bir öğretim ortamı için fikir verecektir. Bu nedenle çalışmanın konusunu çocukların okulu nasıl algıladıkları sorusu oluşturmaktadır. Nitel araştırma desenlerinden fenomolojik yaklaşımla yapılan araştırmada, 1-8 sınıflardaki 45 öğrenciyle yapılmıştır. Öğrencilere Okulu bir canlı, nesne ya da cansız bir varlığa benzetecek olsan neye benzetirsin? ve Niçin? sorusu yönetilerek mecazlar yoluyla veri toplanmıştır. Alınan cevaplar benzetme gerekçesi dikkate alınarak içerik analizine tabi tutulmuştur. Analiz sonucunda iki ana temaya ulaşılmıştır. Olumlu ana temanın altında; (1) okulun ikinci bir ev olarak, (2) okulun oyun oynanan bir yer olarak, (3) okuldaki öğretmenlerin anne baba gibi, (4) sınav kaygısının olduğu bir yer olarak, (5) üniversiteye benzeyen bir yer olarak, (6) eğitimin verildiği bir yer olarak algılanması gibi temalar yer almaktadır. Olumsuz ana temanın altında ise; (1)okulun rahatsızlık veren bir yer olarak, (2)okulun disiplinli bir yer olarak, (3)okulun sıkıcı bir yer olarak algılanması yer almaktadır. Bu bağlamda, okulların öğrencilerin istek ve ihtiyaçlarına göre düzenlenmesi önerilmektedir. Böylece öğrencilerin ideallerinde tasvir ettikleri bir mekânda aldıkları eğitimin daha verimli olacağı söylenebilir. 6
CS.01.04.C Implementation of Intercultural Competence Development Syllabus to Prepare Studyabroad Students for Global Communication Faruk Kural This study presents the outcome of the implementation of a process-oriented model of an intercultural competence (IC) and ELF awareness development syllabus to prepare governmentsponsored Turkish international sojourners for global communication in English L1 countries. Being the first one to take up the opportunity of demonstrating the effects of ELF awareness and IC development from the participants own perspectives, indicating the significance of the intercultural dimension of ELF communication and the benefits it could offer for the readiness of study-abroad students prior to their departure. Based on social constructivist research methodology, both, qualitative and quantitative data were used in the study which came from three major sources. The qualitative data included field notes obtained from a class of ten studyabroad English preparatory students (experimental group), 1 female and 9 male, during and upon completion of an 8-week long ELF instruction and records of interviews conducted with the preparatory school administrators, who had had feedback from the students on the outcome of the program. The quantitative data came from pre-tests and post-tests and were based on the measurement of the effect of the syllabus on the experimental group who undertook the ELF syllabus and its comparison with a control group, which consisted of a class of ten students who did not undertake the instruction. The study demonstrated a considerable shift in the attitudes of the participants of the experimental group with a boost in their ELF awareness and intercultural sensitivity compared to their control group counterparts. CS.01.04.D Tracking ESD In Turkish Science Curriculum: How Does It Fulfill The UNECE Regional Strategy? Melike Öztaş, Gaye Teksöz, Ceren Öztekin UNECE Strategy for Education for Sustainable Development suggests that ESD can provide critical reflection and greater awareness and empowerment so that new visions and concepts can be explored and new methods and tools developed. UNECE approaches ESD as a tool for developing knowledge and skills in sustainable development (SD) in order to provide healthy and productive life in harmony with nature with concerning the social values, gender equity and cultural diversity (UNECE, 2005). Turkey, as one of the UNECE member countries is expected to follow the ESD principals stated in the UNECE Strategy. Hence, the objectives addressing the Sustainable Development will be compared with the UNECE strategy for ESD, and discussed in this study. However, there is no strategy for ESD in Turkey. Instead, there is a recent attempt to integrate ESD into elementary science education program. Turkey, as one of the UNECE member countries is expected to follow the ESD principals stated in the UNECE Strategy. Preliminary analyses implied that SD need to be improved in terms of systemic thinking, flow of knowledge, recent global and local threats, environmental values and ethics, and tools and materials for ESD. 7
Concurrent Session 2.1: Invited Workshop Room: GSF 415 Compt. Lab. Date: 10.6.2015 Time: 15:30-17:00 IWS.02.01 Google Classroom: Google Uygulamalarının Eğitsel Amaçlı Kullanımı - Google Classroom: Instructional Use of Google Applications Gonca Kızılkaya Cumaoğlu Bu çalıştayın amacı sınıf içi etkileşimi arttıracak, öğrenmeyi eğlenceli, kalıcı ve verimli hale getirecek Google uygulamalarının kullanım bağlamlarını deneyimlemektir. Bu amaçla GDrive, paylaşılmış dökümanlarla (kelimeişlemciler, hesap tablosu programları, sunum programları) ortak çalışmalar yapma, ödev oluşturma, paylaşma ve değerlendirme yapmaya yarayan "Google Classroom" projesi incelenecektir. Ayrıca Google Chrome web uygulama marketinin eğitsel kategorilerini yönetme ve öğrenme ihtiyaçlarına dönük olarak içerdiği uygulamaları arama ve kullanma etkinliği gerçekleştirilecektir. Concurrent Session 2.2: Oral Presentations Room: GSF 7E02 Date: 10.6.2015 Time: 15:30-17:00 Session Chair: Yelkin Diker Coşkun CS.02.02.A An Investigation into Error Types of Students Answers in Proportional Reasoning Problems Özge Sabancı, Ceylan Şen, Sevgi Kıngır Ratio and proportion is discussed in the numbers topics sub-learning domain in elementary mathematics. In this study, investigation according to error type of primary school students answers in proportional reasoning problems is aimed. One for each of students participated in 3rd, 4th, and 5th grade to this research. Student selection according to their classroom teachers is considered to explain their ideas, have the ability to explain the process of doing the problem solving and be willing to study. Questionnaire consists of 10 open-ended questions that selected from the many errors made by the type of proportional reasoning problems. Three types of questions were asked about the proportional reasoning problems. These problems were investigated to error types classified by Karplus and Peterson (1970). Clinical interview method that often used in problem-solving research and suitable for students to learn about the cognitive processes was used. Data analysis was performed by descriptive analysis involves data s summarizing and interpreting process to the theme with direct quotation the aim to reflect the views of the interviewed individuals. As a result, more than half of the students' answers to proportional reasoning problems have determined to be intuitive explanation error and using sum strategy error. CS.02.02.B Investigation of Academic Self-concept of Eighth Grade Students in terms of Various Variables towards Mathematics Büşra Betül Aydın, Yelkin Diker Coşkun The purpose of this study is to examine primary school students academic self concepts towards mathematics lessons according to students gender, teachers gender, occupational status of students mother and father, type of school, receiving the pre-school education, supporting from mathematics courses and the level of family income. The research was conducted across 2 private and 2 public primary schools and on 461 students in Üsküdar, Ataşehir and Kadıköy. The study was made use of in this general survey-type research. The data were gathered by the Academic Self Concept Scale adopted by Senemoğlu (1990) into Turkish and by the Socio-Demographic Characteristics Form prepared by the researcher. Arithmetic Mean, Standard Deviation, Frequency, Percentage, t-test, Analysis of Variance, Tukey Test were employed to analyze the data 8
of the research. Following the research, no significant differences are determined in the academic self concept scores in terms of the the genders of the students, the occupational status of the fathers and mothers (p>.05). A significant difference is found in the academic self concept scores of the students according to the variables of students receiving the pre-school education, the gender of teachers, levels of family income, types of schools and supporting from mathematics courses. CS.02.02.C Restructuring Pre-service Teachers Mathematical Content Knowledge and Knowledge of Students in Learning Trajectories Based Instruction Zuhal Yılmaz, Çiğdem Haser Teachers mathematical content knowledge (MCK) and knowledge of students are critical for teaching and learning mathematics. Pre-service teachers (PTs) should be trained to understand and develop both their own and students understanding of mathematics. Learning trajectories (LTs) are constructed upon empirical evidences of students thinking and learning and documented the students' learning routes from the least complex to most complex mathematical ideas. Thus, LTs are considered as a potential instructional tool that can be integrated into teacher education that can help PTs to enhance their Mathematical Content Knowledge (MCK) and student knowledge (SK). This study is investigated how PTs restructured their MCK and their understanding of students mathematical learning in a three-week Learning Trajectories Based Instruction intervention study conducted with 10 PTs on the topic of fair sharing single whole as part of pilot study of a dissertation study. PTs restructured their MCK and knowledge of students in a total of six practices as a result of engaging in LT based tasks and classroom discussions. CS.02.02.D The Flipped Geography Lectures Merve Görkem Zeren The purposes of the study are to examine throughly the components to constitute of individual perceptions of university students in geography major concerning acquisitions of the flipped classroom strategies (FC) and to facilitate their applicability through their own observations and suggestions. 63 female (47%) and 72 male (53%) university students in geograhy major (n= 135) participated in the reseach. Obtained data were analyzed both qualitatively (i. e. inductive analysis) and quantitatively (i. e. Chi- square test). According to the results: (1) 8 main conceptual categories based on the participants observations concerning acquisitions of the FC, were identified. (2) 4 main conceptual categories based on the participants facilitative suggestions for the application of the FC, were identified. (3) Significant differences were not detected between the principal categories of observations and suggestions with regard to the participants gender. The study concludes that the geography lecturers have an incredibly powerful tool to help university students come to terms with their misconceptions in the flipped environment. For the university students in geography major, flipping lectures promotes independent learning, intrinsic motivation, probes understanding and allows much greater attention to the problem solving, maximises engagement through a variety of technology-facilitated strategies. 9
Concurrent Session 2.3: Oral Presentations Room: GSF 7E03 Date: 10.6.2015 Time: 15:30-17:00 Session Chair: Muhammet Uşak CS.02.03.A What do Data Related With Density, Melting and Boiling Points Mean for Preservice Chemistry Teachers? Nejla Gültepe This phenomology study was carried out so as to identify how 63 preservice chemistry teachers, graduated from science faculty chemistry branch in the pedagogical training program during 2013-2015 academic years, defined density, melting and boiling points and how they interpreted related data in micro level. A diagnostic measurement instrument consisting six open-ended questions was prepared. The questions asked in the test were as following: what the students density values for different substances meant, why the density, melting and boiling points of substances at the same temperatures were different, which properties of substances were considered while making comparisons and how the densities of substances could change melting and boiling points. Content analysis was performed and the results were given in frequency and percentage distribution category. 25 % gave significant and correct answers about density to all of the questions and 51 % gave significant and correct answers about melting and boiling to all of the questions and they interpreted the concepts underlying data and units in micro levels correctly. It was established that especially in the concept of density, most students could not go beyond formulas, and they had misconceptions about the definitions of this concept and interpreting the data given related to density, melting and boiling points. Given the students answers it can be stated that the misconceptions ascertained relative to the research concepts resulted from the misconceptions of preservice teachers about particle size, particle mass and intermolecular forces. It can be quite useful to present the practices towards employing data and units to the attention of students for significant science education during all of the stages of teaching. CS.02.03.B Physics Teachers' Development of Technology, Pedagogy, and Content Knowledge: A Mixed Methods Study Mehmet Fatih Taşar, Jale Ercan, Merve Lütfiye Şentürk, Duygu Yılmaz, Meltem Irmak The aim of study was identifying physics teachers development of TPACK after a professional development program with multiple forms of data sources. This research was conducted within a professional development program named Physics Teaching with Animations and Simulations. Mixed method study design was implemented for it. Qualitative and quantitative data were collected both before and after PD program. TPACK Confidence Survey (TPACK-CS), Self-efficacy Beliefs towards Computer Usage Survey (SEBCUS) and Science Teachers Attitudes toward ICT Survey (STA-ICT) were implemented as quantitative data sources. An open-ended questionnaire for qualitative data prepared according to Niess s (2005). The differences between scores of TPACK-CS, SEBCUS and STA-ICT before training and after training were tested with Wilcoxon signed ranks test. Participants TPACK-CS, (z=-.169, p =.866 >.05), SEBCUS (z=-.507, p =.612 >.05), and STA-ICT, (z=-1.362, p =.173 >.05) did not change significantly before and after training. This is thought to be due to the fact that PD activities are carried out in just one week. Significant differences can be observed when the long-term activities of PD is carried out. When it comes to qualitative data, participants ideas were changed positively. Especially, to measure misconceptions, one teacher said that puzzles can be used before the PD. However, after the PD program they said that puzzles, animations, video, Moodle, mind map, concept maps and concept cartoons can be used. 10
CS.02.03.C The VOPLE Project Mehmet Fatih Taşar, Merve Lütfiye Şentürk, Duygu Yılmaz, Jale Ercan, Meltem Irmak, Muhammet Uşak Current ICT technology available to individuals and in schools allows us to exploit multi-media capabilities in teaching and learning. Like all other science subjects, physics teaching and learning can take full advantage of such technologies. Based on this premise we, as a research group, were set to develop a series of animations and simulations that are strictly aligned with Turkish high school physics curriculum for grades 9-12. The basic tenets of such an endeavor is that teachers prefer such ready to use teaching materials, and will be more enthusiastic to use them instead of searching the internet and finding and modifying some existing ones in Turkish and other languages. Therefore, the second phase of the project is to train and educate in-service physics teachers through professional development programs in order both to see their reactions and opinions about the Virtual Online Physics Learning Environment (VOPLE) developed by our research group and to engage and encourage them in using this learning environment in their classes. For this purpose, two professional development courses were organized at Gazi University by participation of in-service physics teachers between June 16-20, 2014 and September 08-12, 2014 in Ankara. A total of 26 physics teachers participated in these two courses. During the PD course we reviewed the 2013 physics curriculum for grades 9-12 and performed several activities to enhance teachers self confidence in using computer technology in teaching. At the end of each PD course participating teachers were engaged in micro-teaching activities which showed their current level of ability to incorporate animations and simulations in teaching. Acknowledgement: This work is supported by TUBITAK under SOBAG 1001 Support Programme for Scientific and Technological Research Projects (Grant #110K558). CS.02.03.D Experienced Private Course Teachers (Tutors) and Their Students Views about Private Courses (Tutoring) Beyza Olgun, Engin Ader The aim of the study was to explore the views of mathematics and science teachers and their 12thgrade students about private courses. Participants were three experienced teachers, one mathematics and two science, who have worked at a private course in Ankara for at least 10 years, and their three 12th-grade students. Students were attending the same private course and studying for the university entrance exam. This was a qualitative case study in which the interviews were conducted with each teacher and student. The semi structured interviews included open-ended questions. Each interview was voice recorded and lasted approximately 20 minutes for students and 35 minutes for teachers. Data analysis began with open-coding of the transcripts and proceeded to more fine-grained coding. The results showed that experienced teachers preferred to work at private courses. The themes, which the participants described as the differences between private courses and public schools, were time allocation for teaching, the evaluation of the teachers performance, teaching for the exam. The categories which were deduced from students responses as their reasons for attending private courses were test anxiety, teachers quality, overcome to shortcomings and habit. Although all participants pointed out that private courses were a problem in education system they did not agree that just the closure could be a solution for this problem in the conditions of Turkey. 11
Concurrent Session 2.4: Oral Presentations Room: GSF 7E04 Date: 10.6.2015 Time: 15:30-17:00 Session Chair: Esra Akgül CS.02.04.A Otantik Beslenme Eğitimi ile ilgili Öğrenci Görüşleri - Studet Views about Authentic Diet Education Hatice Mertoğlu, Esra Macaroğlu Akgül Sağlığın insan hayatındaki önemi herkes tarafından bilinmektedir. Böyle olduğu halde sağlığa ve sağlıklı beslenmeye gerekli önem verilmemektedir. Sağlıklı büyüme ve gelişmenin ön koşullarından biri yeterli ve dengeli beslenmedir (Aytekin ve Bulduk, 2000, s:57). Bu nedenle beslenme günümüzde üzerinde durulan önemli konuların başında gelmektedir. Otantik öğrenme düşünüldüğünde konuların gerçek dünyadan olması günlük hayatta karşılaşılan bir çok meslek erbabının uzman olarak alınmasını gerektirmektedir. Konu ile ilgili olarak öğretmenlerin bu uzmanlar kadar konuya hakim olması beklenmemelidir (Bektaş, Horzum, 2010, s. 30,31). Her toplumda beslenme eğitimine yardımcı olabilecek kişi ve kurumlar vardır. Bunları saptayıp onlarla ilişki kurulması gereklidir. Beslenme eğitimiyle toplumun beslenme alışkanlıklarında değişiklik yapmak için öncelikle toplumdaki kaynak kişilerin desteği sağlanırsa iş kolaylaşır. Beslenme eğitimi sanıldığının aksine oldukça zor bir iştir. Çünkü kişilerin beslenme alışkanlıklarını değiştirmek kolay değildir (Kocaoğlu, 1992 akt. Mertoğlu, 2003,). Bu doğrultuda beslenme konusunun otantik eğitimle bireylere kazandırılması oldukça önem taşımaktadır. Bu çalışmada fen ve teknoloji öğretmen adaylarının otantik beslenme eğitimi ile ilgili görüşlerini ortaya koymak amaçlanmıştır. Nitel olan bu çalışma seçmeli bir ders olan beslenme ve sağlık eğitimi dersini alan 54 öğrenci ile (50 kız, 4 erkek) ile gerçekleştirilmiştir. Beslenme ve sağlık dersi otantik görevlerle işlenmiştir. Daha sonra otantik beslenme eğitimi ile ilgili öğrencilerin görüşleri doküman analizi ile değerlendirilmiştir. CS.02.04.B Fen ve Teknoloji Öğretmen Adaylarinin Disiplinler Arasi Cinsel Sağlık Eğitimi ile İlgili Görüşleri - Science Teachers' Views about an Inter-disciplinary Sex Health Education Hatice Mertoğlu, Esra Macaroğlu Akgül Eğitim öğretim faaliyetleri düşünüldüğünde öğretmenler uzman kişiler olarak düşünülmektedir. Ancak bu faaliyetlerde öğretilen konular ve yapılan etkinliklerin farklı uzmanları da olabilmektedir. Okullarda işlenen dersler, konular ve yapılan uygulamaların tek uzmanı öğretmen olarak görülmemelidir. Özellikle otantik öğrenme düşünüldüğünde konuların gerçek dünyadan olması günlük hayatta karşılaşılan bir çok meslek erbabının uzman olarak alınmasını gerektirmektedir. Konu ile ilgili olarak öğretmenlerin bu uzmanlar kadar konuya hakim olması beklenmemelidir (Bektaş, Horzum, 2010, s. 30,31). Öğrencilerin sınıf içinde öğrenmek zorunda oldukları birçok konunun disiplinler arası bir niteliği vardır. Bu konular sadece bir disiplin ya da ders içinde ele alındığı zaman öğrenme anlamlı ve etkili olmayabilir. Öğrenci bu disiplinlere ait bilgileri bir araya getirebildiği zaman bu konuları daha anlamlı biçimde öğrenebilir (Wronski 1981 Akt. Yıldırım 1996) Örneğin cinsel eğitim dersi tıp, psikoloji, eğitim gibi birçok disiplinin konularını içermektedir. Bu doğrultuda cinsel eğitimin disiplinler arası eğitimle bireylere verilmesi oldukça önem taşımaktadır. Bireylerin gelecekteki yaşamlarını da etkileyen cinsellik, sağlıklı bireylerin yetişmesinde önemli bir rol oynamaktadır. Bu çalışmada fen ve teknoloji öğretmen adaylarının disiplinler arası cinsel sağlık eğitimi ile ilgili görüşlerini ortaya koymak amaçlanmıştır. Nitel olan bu çalışmada öğrencilerin disiplinler arası cinsel sağlık eğitimi ile ilgili görüşleri doküman analizi ile değerlendirilmiştir. 12
CS.02.04.C Examining New Fifth Grade Turkish Science Textbooks with respect to Science Process Skills Volkan Atasoy Science process skills are one of important parts in science education since they improve learners scientific inquiry and scientific literacy. Based on this importance, they have been included in science education program in many countries of world. This purpose of this study was to investigate new fifth grade Turkish science textbook with respect to science process skills. For this purpose, this textbook was analyzed by document analysis method. After data was analyzed, it was reported that some units in this textbook which are change of matter and propagation of sound and light included more science process skills than other some units such as indispensable part of our lives: Electric and the mystery of the earth's crust. In addition, it was founded that basic science process skills was used frequently than integrated science process skills in whole textbook. Third, some science process skills such as inferring and classifying were mentioned little compared to other basic process skills, which are observation and prediction. It was observed that this situation was same for integrated process skill. More clearly, among integrated process skills, making experiment and interpreting data was used frequently than formulating hypothesis, designing variables. CS.02.04.D Fen Bilgisi Öğretmen Adaylarının Astronomi Odaklı Bilgi Düzeylerini Açıklayıcı Bir Araştırma - An Explanatory Study of Pre-service Science Teachers' Knowledge Levels in Astronomy Aysun Öztuna Kaplan Bu çalışmanın amacı lisans eğitimi alan fen bilimleri öğretmen adaylarının astronomiyle ilgili bazı kavramlara ilişkin bilgi düzeylerini belirlemektir. İlköğretim programlarında yapılan değişimle birlikte 2005 yılı itibariyle uygulamaya konulan Fen ve Teknoloji öğretim programında astronomi konularına verilen ağırlık artmış ve buna bağlı olarak Eğitim Fakültelerinin Fen Bilgisi Öğretmenliği Anabilim Dallarının lisans programlarında dördüncü sınıfta Astronomi dersi verilmeye başlanmıştır. Bu çalışmada, sözü edilen ders kapsamında öğretmen adaylarının dersi almadan önceki bilgi düzeyleri araştırılmıştır. Bu amaçla 29 öğretmen adayı ile çalışılmış ve onların dersi almadan önceki mevcut bilgilerinden yola çıkarak astronomi ve astronomi ile ilgili kavramlar hakkında neler bildikleri ve düşündükleri ortaya çıkarılmıştır. Nitel araştırma desenlerinden fenomenolojik yaklaşımla tasarlanan çalışmada, öğretmen adaylarından araştırmacı tarafından hazırlanan açık uçlu soru formu, sınıfta yapılan grup tartışmaları, araştırma ödevi ve görüşmeler aracılığıyla veri toplanmıştır. Sonuçta öğretmen adaylarının astronomi ile ilgili kavramların bilimsel açıklamaları konusunda yetersiz oldukları ve bunu astronomi konusunda yeterli eğitim almamaları, astronomiyi zor bir disiplin olarak görmelerinden dolayı uzak durmaları ve astronomi konusunda kendilerinin teşvik edilmemelerine bağladıkları görülmüştür. 13
Thursday, June 11, 2015 Keynote Speech 3 Room: GSF 7E01 Date: 11.6.2015 Time: 09:00-10:00 Session Chair: Ayhan Kürşat Erbaş KS-3 Using a Quantitative Meaning for Multiplication to Help Future Teachers Integrate Multiplication Topics Andrew Izsak Developing students and teachers understanding of topics related to multiplication has been a perennial challenge with implications for both mathematics and science education. Such topics include, among others, whole-number multiplication and division, fractions and arithmetic with fractions, ratios and proportional relationships, and linear functions. These topics are at the core of school mathematics and its applications. A large body of research documents both students and teachers difficulties understanding these topics and making connections among them, especially when reasoning with quantities such as length, area, volume, and time. I will present a theoretical perspective that uses an explicit, quantitative meaning for multiplication to integrate the topics listed above. One especially novel aspect of this perspective is that it includes two perspectives on ratios and proportional relationships, one of which has been largely over looked in mathematics education research but that holds promise for making accessible connections between proportional relationships and geometric similarity. Then I will present results from empirical research conducted in the United States with future middle and high school teachers that examines opportunities and constraints for using the theoretical perspective to systematically develop and connect the multiplication topics listed above into a coherent body of knowledge. Keynote Speech 4 Room: GSF 7E01 Date: 11.6.2015 Time: 10:30-11:30 Session Chair: Jale Çakıroğlu KS-4 When Teaching Makes a Difference: Developing Science Teachers Pedagogical Content Knowledge through Learning Study Pernilla Nilsson Teachers professional knowledge base and different ways of developing science teacher knowledge through collegial reflection and teachers inquiries into their own teaching practices will be discussed. Examples will be provided from two empirical projects. The first project deals with how teachers use Content Representations (CoRes) to capture and develop their PCK. The second project is a learning study where teachers work together with a researcher to explore their own teaching activities in order to identify what is critical for their students learning. Both studies provide an understanding of teacher professional learning through a careful investigation of how teachers PCK is enhanced through collegial reflection, and further, how students learning might be developed as a consequence. 14
Poster Session Room: GSF 7th Floor Foyer Date: 11.6.2015 Time: 11:30-12:30 Session Chair: Ceren Öztekin POS.01.A Attitudes of High-school Teachers towards Application of IT in Teaching Chemistry Meliha Zejnilagic-Hajric, Jasmina Pezo The application of information technology (IT) in education opens up new possibilities for creating a learning environment, as well as for the development of abilities and skills of students for lifelong learning. The purpose of this study was to determine the attitudes and opinions of high-school teachers about the application of IT in teaching chemistry. Teachers from eight highschools (gymnasiums) from Sarajevo Canton were surveyed using questionnaire. The research results show that teachers do not use IT to a certain extent and that the implementation of the high-school chemistry curriculum still includes traditional teaching methods, with poor use of IT. POS.01.B The Effectiveness of Educational Game Tic-Tac-Toe for Improvement of Students Achievements in Organic Chemistry Meliha Zejnilagic-Hajric, Jasmina Pezo The purpose of this study was to verify the effectiveness of educational game Tic-tac-toe compared to the teacher-centered approach for improving students achievements in organic chemistry. The experimental group of students (EG) was taught using the educational game Tictac-toe in the second semester of 2013/2014 school year, and the control group (CG) was taught with teacher-centered approach; EG contained 25, while CG contained 26 high-school students. Instruments for collecting data were tests of knowledge and questionnaire for participants attitudes towards a particular form of teaching. Results of the application of educational game Tictac-toe is favorable to students with greater as well as to students with lower achievements. There was a positive correlation between the positive attitudes of students towards this educational game and their greater success which shows that the application of educational games can result in a higher level of competence and interest of students in relation to the interest and competence acquired by frontal approach. Results show that students themselves believe that educational games help in gaining more knowledge and that the use of educational games is more attractive than frontal teaching. POS.01.C A Case Study of Culturally Responsive Readiness of Beginning Science Teachers Tugce Gul, Kadir Demir In this qualitative case study research (Yin, 2008), we aimed to explore beginning science teachers culturally responsive readiness (CRR), their understanding of CRR, the preparation they received in their teacher education program towards CRR, and how their understanding of effective science teaching reflected CRR. Using a purposive sampling approach, we conducted this research with six beginning science teachers enrolled in a Master of Arts in Teaching (MAT) science teacher education program, URBAN (pseudonym), at a large Research I institution located in the southeastern U.S. Semi-structured interviews performed in a dialogical approach were used as the source of data collection in this study (Seidman, 2005). The preliminary results suggested that beginning science teachers held a limited perspective of effective science teaching and learning. This view was problematic as it only emphasized the student side of classroom learning environment. The beginning science teachers fail to recognize other important characteristics of classroom learning environments such as classroom culture, cultural diversity, school culture, teacher s role, and curriculum. The research participants believed that the URBAN teacher education program prepared them well to take on challenges of urban schools and provided a variety of examples regarding pedagogical strategies they utilize daily, e.g., inquiry-based teaching and learning, 5E learning cycle, eliciting students prior ideas. Yet, research findings revealed that 15
those pedagogical strategies lacked the inclusion of culturally relevant emphasize. The paper has implications for science teacher educators, practice, and future research on cultural studies of beginning science teachers. POS.01.D Parental Involvement: An Examination of Parents Involvement and Beliefs in the Value Mathematics and Science for Their Children Tugce Gul, Judith Monsaas, Rosalind Barnes-Fowler This study investigated parents valuing of mathematics and science for themselves and their children and the amount of support that they provide their children. The participants were 5800+ parents of students in grades 1-8. Parents completed an instrument adapted from set of student motivation scales developed by researchers at the University of Michigan (Karabenick & Maehr, 2008). Results showed that parents valued mathematics over science and provided more support to their children in mathematics than science. The means were all over the midpoint indicating positive values, efficacy and support in both subjects. On one scale, science was rated higher than mathematics parents found science more interesting than mathematics. Results are also reported by parental education level and race. POS.01.E How Healthy We Eat and How We Contribute To Sustainability: Elementary Students Perceptions İbrahim Bilim, Ceren Öztekin, Gaye Teksöz This study explores the link between sustainability and food consumption habits of elementary students from anthropocentric and ecocentric perspective. We investigated the two determinants, namely attitudes on the behavioral outcomes of healthy eating and perceptions on food consumption habits and sustainability. The research built on a 24 item survey, including 4 factors, and a sample of 475 elementary students. Descriptive statistics displayed that, although 41% of the students agree on the items that make a relation between sustainability and food consumption habits, like solutions to environmental problems require us to change our food consumption habits, 20% has chosen undecided option. Students attitudes towards healthy eating however, can be described as anthropocentric: More than 90% agree with the items emphasizing selfrelated behavioral outcomes of healthy eating whereas their agreement for the items emphasizing environment related behavioral outcomes of healthy eating is much more less. Participants seemed undecided about environment related behavioral outcomes. Moreover, positive perceptions toward the relation between sustainability and food consumption habits correlated significantly with both ecocentric. POS.01.F STEM Integration into a Laboratory Course: A Case Study Özgül Yılmaz Tüzün, Birgül Çakır, Nilay Öztürk Özel Research studies about the interaction between Science, Technology, Engineering, and Mathematics (STEM) has revealed that these disciplines are very crucial for science education in the 21st century. STEM approach aims to develop students skills that are necessary for the 21st century. Therefore, it is important for science teachers to know how to integrate those technologies into their lessons in addition to knowing about those technologies (Koehler & Mishra, 2009). In this study, STEM approach was tried to be integrated into a laboratory course which lasted 10 weeks. 18 preservice teachers were participated to the study. Preservice teachers integration of STEM to the science project works and their perception about STEM were investigated in the present study. Throughout 10 weeks, pre service teachers developed STEM materials to teach science topics. After group works, pre service teachers recognize that they can teach science topics better by using these materials. In addition to this, they stated that they have the opportunity to compensate their weaknesses in science teaching. When their perception towards STEM integration was examined, it was found that pre service teachers have positive views about the use of STEM topics in science curriculum. 16
POS.01.G The Effect of Using Metacognitive Strategies Embedded in Explicit Reflective NOS Instruction Jale Çakıroğlu, Aytuğba Baraz, Gamze Cetinkaya Aydin The aim of the present study is to investigate the effects of training in metacognitive strategies on the PSTs NOS views. The following research question guided the present study: What is the effect of using metacognitive strategies embedded in explicit reflective NOS instruction on the development of PSTs understandings of NOS? The study had a pre posttest, comparison group, quasi-experimental design. A total of 35 PSTs who enrolled in science method course involved in the study. Participants were randomly assigned to intervention group and comparison group. In both groups explicit reflective NOS instruction was used; however, only the students in the intervention group received training in metacognitive strategies (concept mapping, responding to a case study and writing reflection papers about NOS articles). The participants understandings of NOS and metacognitive awareness were assessed using the Views of Nature of Science Questionnaire Form C (Lederman et al., 2002) and the MAI (Schraw & Dennison, 1994), respectively. The results show that there was a significant increase in MAI scores of participants in the intervention group and no significant change in the scores of participants in the comparison group. The intervention group also achieved higher gains in the case of target NOS aspects compared to comparison group. Although metacognitive strategies and explicit reflective NOS instruction provided a substantial increase in NOS understandings of PSTs in intervention group, analysis showed statistically no significant difference between comparison and intervention group participants post-test results. POS.01.H An investigation of High School Students Anxiety Levels towards a Chemistry Course with Respect to Different Variables Selin Ibis, Gökhan Günay, Ali Rıza Şekerci, Ali Rıza Erdem The aim of this research is to investigate the anxiety of high school students towards chemistry course with respect to different variables such as gender, mother and father s graduation degree, income level and class level. In this research, a survey method was used where 1753 high school students (45,5% female and 54,5% male) were selected from Bilecik, İzmir and Kütahya provinces. They constituted the sample group of this study. The data of this study was collected by using a Likert-scale which is called the chemistry laboratory anxiety instrument and was developed by Şenocak and Baloğlu (2014). Three-factor structure of this scale, composed of 32 items were formed and the Cronbach s alpha reliability coefficient was calculated as.92. Moreover, the data of this study has been analyzed by using inferential and descriptive statistical methods. An average score of students anxiety for their chemistry course between 1,00-1,80 corresponded to the very low anxiety level, between 1,81-2,60 to the low anxiety level, between 2,61-3,40 to the medium anxiety level, between 3,41-4,20 to the high anxiety level and between 4,21-5,00 to the very high anxiety level. One Way ANOVA was used to analyze the data about mother and father s graduation degree, income level and class level. Furthermore, Independentsamples t test was used because the data was a normal distribution in terms of gender variable. In the analyses of the sub dimensions of the data, Independent-samples t test and One Way ANOVA were used. 17
Concurrent Session 3.1: MAXQDA Qualitative Data Analysis Workshop Room: GSF 415 Compt. Lab. Date: 11.6.2015 Time: 13:00-15:00 IWS.03.01 Learning To Use MAXQDA Software Efficiently and Effectively in Qualitative Data Analysis Elif Kuş Saillard This 3 hours hands-on workshop is a basic introduction to MAXQDA. During the workshop a sample data will be used to show coding, memoing, and retrieving functions. Furthermore, some advanced functions of MAXQDA to interrogate data (e.g. creating cross-tabulations) will be shown. To give a holistic view about the software distinctive visualization tools and reporting functions will also be demonstrated. Participants will have the opportunity to ask questions during the workshop. The workshop will be suitable for all researchers interested in mixed-methods or qualitative data analysis. Concurrent Session 3.2: Invited Workshop Room: GSF 6E02 Date: 11.6.2015 Time: 13:30-15:00 IWS.03.02 Fen Eğitiminde Model Kanıt (MOK) İlişki Şemasının Kullanımı Gaye Defne Ceyhan, Ebru Z. Muğaloğlu, Doug Lombardi, Sibel Erduran Analitik düşünme ve karar verme gibi yaşam becerileri Fen Bilimleri Programı amaçları arasında yer almaktadır. Bu beceriler alan bilgisi ve bilimin doğasını anlamada önemli bir yer tutar. Bilimin doğasının alt boyutlarından biri bilimsel pratiklerdir. Erduran ve Dagher tarafından geliştirilen ve bilimsel pratikleri tanımlayan Benzen Halkası Benzetmesi nde, veri-model, model-tahmin gibi ilişkiler yer alır. Bu ilişkilerin kurulmasında analitik düşünme ve karar verme becerileri kullanılır. Bu çalıştayın temel amacı Model-Kanıt (MOK) İlişki Şemasını kullanarak yaşam becerilerini geliştirmek ve bilimsel pratikleri daha iyi anlamalarını sağlamaktır. Temple Üniversitesi nde öğretim üyesi olan Doug Lombardi ve ekibi NSF tarafından desteklenen MEL projesi (Model- Evidence Link Diagram Project) kapsamında MOK ilişki şemasını geliştirilmiştir (NSF Destek No. DRL-131605). MOK İlişki Şeması öğrencilerin alternatif modeller ve kanıtlar arasındaki ilişkileri değerlendirmelerine yardımcı olur (Lombardi, Sinatra, and Nussbaum 2013; Chinn and Buckland 2012). Bu ilişkileri anlamak sosyo bilimsel konuları anlamayı da destekleyecektir. MOK ilişki şemasında öğrenciler modeller ve veriler arasındaki çeşitli ilişkileri farklı tipte oklar çizerek tanımlarlar. Okun çeşidi verilerin modeli ne kadar desteklediğine göre değişmektedir. MOK ilişki şemalarında iki model ve bunlarla ilişkili en fazla altı veri içermesi önerilmektedir. Çalıştay sırasında fen derslerinde kullanılabilecek MOK İlişki Şeması na örnekler gösterilecek ve uygulamalar yapılacaktır. Örneğin günümüzde yaşanan iklim değişikliği konusunda modeller ve bu modellerle verilerin ilişkileri üzerine MOK İlişki Şeması kullanılarak çalışılacaktır. Ardından MOK İlişki Şeması kullanılarak ders materyalleri üretilebilmesi için ipuçları ve MOK İlişki Şeması çerçevesi paylaşılacak ve katılımcıların kendi seçtikleri konularda ders materyali üretebilmeleri için gerekli ortam oluşturulacaktır. Son olarak, MOK İlişki Şeması nı kullanmanın yararlı yanlarını ve zorluklarını tartışılacaktır. 18