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    Evaluation of the effect of in-class activity-based practices on scientific reasoning skills of pre-service science teachers
    (Routledge Journals, Taylor & Francis Ltd, 2023) Kara, Serpil; Aslan, Oktay
    The purpose of the current study is to evaluate the development of scientific reasoning skills through activities conducted in the scientific reasoning skills course, which pre-service science teachers take as a required course. Participants (N = 53) are 3rd year students of the Department of Science Teaching. The study employed a mixed research method using quantitative and qualitative methods together. In the quantitative part of the study, the single group pre-test-post-test design was used, and in the qualitative part of the study, the case study design was used. Because of the activities conducted in the study, a significant improvement was observed in the scientific reasoning skills of the pre-service teachers. When the pre-service teachers' opinions were evaluated, themes including their suggestions on the contributions of the course to them, on the course content and for the improvement of the course were obtained.
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    Implementation of the Model-Based Science Writing Heuristic Approach in Elementary School Science
    (Springer, 2022) Kara, Serpil; Kingir, Sevgi
    This study aimed to determine the effect of the model-based science writing heuristic (M-SWH) approach on students' conceptual understanding and construction of model-based argumentations in elementary school science. Participants (N = 107) were students enrolled in 4 fourth-grade classes of a public elementary school. Two classes were assigned as the treatment group, and the other two classes were assigned as the comparison group in this quasi-experiment study. Students in the treatment group were instructed using the M-SWH approach, while a traditional approach was used in the comparison group. Tests measuring students' conceptual understanding of properties of matter and lighting and sound technologies units were administered to both groups as pretests and posttests; the M-SWH reports were used to assess the treatment group's ability to construct model-based argumentation. Descriptive statistics, t-tests, correlation analysis, and repeated measures ANOVA were used for data analysis. The results demonstrated a statistically significant difference in concept tests between the two groups in favor of the treatment group. These students' ability to construct arguments using models developed significantly throughout the implementation of the M-SWH approach. Moreover, treatment group students' conceptual understanding improved with their quality of writing.