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Öğe Computational thinking skills of gifted and talented students in integrated STEM activities based on the engineering design process: The case of robotics and 3D robot modeling(Elsevier Sci Ltd, 2021) Sen, Ceylan; Ay, Zeynep Sonay; Kiray, Seyit AhmetIn this study, it is aimed to identify the computational thinking skills used by gifted and talented students in integrated STEM activities based on the EDP. The case study design, a qualitative research method, is employed in the study. The participants consist of gifted and talented students attending the Science and Arts Center. Integrated STEM activities based on the EDP were conducted over the course of ten weeks and among these activities, robotic and 3D modeling-based robot construction activities using Lego sets are addressed in the present study. The STEM activity booklet, researchers' fieldnotes, and teaching process video recordings were used as data collection tools in the study. Data that was collected was analyzed through content analysis. It was seen that gifted and talented students participating in integrated STEM activities based on the EDP make active use of critical thinking skills while providing explanations, making associations, questioning information, giving justifications, solving problems, thinking creatively, making generalizations, and attempting to convince others; as for the instances of defining problems, creating solutions, and evaluating the effectiveness of the solution, the students were observed to actively use their problem-solving skills. The detailed account provided by the study on the way robotic and 3D robot modeling activities improve the computational thinking skills of gifted and talented students contributes to the required educational support and to the existing body of literature.Öğe A design-oriented STEM activity for students' using and improving their engineering skills: the balance model with 3D printer(Routledge Journals, Taylor & Francis Ltd, 2020) Sen, Ceylan; Ay, Zeynep Sonay; Kiray, Seyit AhmetThis study involves the development and implementation of a STEM activity containing 3 D printer technology, which is commonly used in STEM education. Out of school STEM courses were organized with seven middle school students studying in the 7th grade and the activities in the course were carried out with a 3D printer. One of the activities in the course is the Balance model. The study reveals the skills students used in the Balance Model activity, which is a 3D STEM activity. The students' engineering skills were effective through the STEM activity, and they actively used skills such as planning, designing, explaining the design process, creating a realistic product, and testing and evaluating product performance. In addition, it was concluded that the students use their academic and technical skills effectively. The study presents in detail the preparation and implementation process of this activity, which we think may help educators uncover and improve students' engineering skills.Öğe Determination and Evaluation of the Science Teacher Candidates' Misconceptions About Density by Using Four-Tier Diagnostic Test(Springer, 2021) Kiray, Seyit Ahmet; Simsek, SenaThis study has two aims. The first one is to reveal the science teacher candidates' misconceptions about the density by using a four-tier diagnostic test, and the second one is to determine to what extent science teacher candidates have scientific knowledge, lack of knowledge, and misconceptions about the density. In order to achieve these aims, a four-tier density diagnostic test was developed with the KR-20 reliability coefficient of 0.753 based on the correct answers, and the KR-20 reliability coefficient of 0.528 based on the misconceptions. To determine the misconceptions about the density with the developed test, data were collected from a total of 470 science teacher candidates from seven different universities in Turkey. With the developed four-tier diagnostic test, 48 different misconceptions were revealed. The results of the research showed that about one fourth of science teacher candidates had a misconception about the density and that the ratio of six of the resulting misconceptions was over 10%. It may be suggested that this study conducted on science teacher candidates should also be conducted on middle and high school students and experimental studies should be carried out to eliminate the misconceptions that emerged in this study.Öğe Determination of Science Teacher Candidates' Misconceptions on Liquid Pressure with Four-Tier Diagnostic Test(Springer, 2022) Taban, Tugce; Kiray, Seyit AhmetOne of the most important problems of today's science education is the misconceptions and lack of knowledge that arise due to the science concepts not being learned in depth and meaningfully. For this reason, in this study, misconceptions, lack of knowledge, and scientific knowledge levels of science teachers about liquid pressure, which is one of the most challenging issues for students, were aimed to reveal using a four-tier misconception diagnostic test. For this purpose, the KR-20 reliability coefficient of the four-tier misconception diagnostic test developed for liquid pressure was calculated as 0.805 according to the scientific knowledge score, and the KR-20 reliability coefficient according to the misconception score was calculated as 0.755. The research data were collected from 481 science teacher candidates studying at six different universities in Turkey. Through the developed misconception test, 24 different misconceptions were revealed, and it was determined that 9 of them existed in 10% or more of science teacher candidates. Research results showed that science teacher candidates' scientific knowledge about liquid pressure was about 15%, lack of scientific knowledge was about 35%, and misconceptions were about 35%. In the light of this information, it can be suggested to the researchers who want to make descriptive studies that this study, which is carried out on science teacher candidates, can be applied to middle and high school students. Researchers who want to conduct experimental studies may be advised to design experimental studies to overcome the misconceptions that arose in this study.Öğe AN EXAMINATION OF PRE-SERVICE TEACHERS' EXPERIENCES IN CREATING A SCIENTIFIC DIGITAL STORY IN THE CONTEXT OF THEIR SELF CONFIDENCE IN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE(Sci Methodical Ctr-Sci Educologica, 2022) Izgi-Onbasili, Umit; Avsar-Tuncay, Aysegul; Sezginsoy-Seker, Burcu; Kiray, Seyit AhmetDigital stories are a form of expression that emerges by combining the art of storytelling with multimedia tools such as sound, picture, and video. In this research, examining the experiences of pre-service teachers in creating digital stories in accordance with the science curriculum and the effects of this process on the pre-service teachers' self- confidence in technological pedagogical content knowledge was aimed. This research, using a mixed model approach, was conducted with 24 fourth-grade pre-service teachers. In the study, the Technological Pedagogical Content Knowledge Confidence Scale (TPACK) was applied as a pre-test and posttest. The quantitative findings of the study revealed that the experiences of pre-service teachers in creating a scientific digital story increased statistically significantly in the TK dimension of the TPACK scale and in the TPACK total self- confidence scores. The qualitative findings of the research showed that it had a positive effect on TCK, TPK, and TPCK dimensions, as well as on the TK and total score of TPACK. In the light of these findings of the research, the use of digital stories in educational environments can be recommended since the use of digital stories in educational environments is effective in developing students' TPACK self-confidence perceptions.Öğe AN EXAMINATION OF TEACHERS' SUSTAINABLE DEVELOPMENT AWARENESS IN TERMS OF BRANCHES, GENDERS, AGES AND YEARS OF SERVICE(Scientia Socialis, 2020) Atmaca, Ayse Ceren; Kiray, Seyit Ahmet; Colakoglu, Mustafa HilmiSustainable development is an interdisciplinary structure that includes the dimensions of environment, economy and society. The aim of this research was to determine the sustainable development awareness of science, social studies and primary school teachers. The research designed with the survey approach was carried out with 2982 teachers working in different regions of Turkey in 2019. In the research, Sustainable Development Awareness Scale consisting of 3 sub-dimensions and 36 items developed by Atmaca, Kiray and Pehlivan (2019) was used. Significance level was taken as .05 in the analyses that examined the signification between the groups. As a result of the research, no significant difference was found between the teachers' sustainable development awareness and their branches and years of service, while a significant difference was found between the teachers' ages and gender and their sustainable development awareness scores.Öğe Science Teacher Candidates' Views about Science-Technology-Society-Environment Relations(Ani Yayincilik, 2021) Ozer, Seyma; Kiray, Seyit Ahmet; Cardak, OsmanPurpose: Awareness of the interaction between science, technology, society, and environment (STSE) is seen as important in life in the modern world. Therefore, the present study aimed to examine the science teacher candidates' views on relations between science, technology, society, and environment. Research Methods: In this research, which used the phenomenographic study method, the data were obtained through drawings and interviews. The participants in this research consisted of 145 volunteer students who were studying in science teaching at a state university in Turkey during the 2018-2019 academic years. Content analysis and descriptive analysis methods were used to analyze the obtained data. Findings: Research findings revealed that science teacher candidates' understanding regarding STSE was the superficial correlation of these four concepts with each other. The majority of science teacher candidates had partial information and image of STSE. Science teacher candidates predominantly made drawings and expressed opinions regarding the negative effects of technology on society and environment and negative effects of humans on the environment. In addition, it was observed that the concepts of socioscientific issues, the nature of science and sustainable development were emerged implicitly in the drawings and views of some of the science teacher candidates regarding the STSE. Implications for Research and Practice: In the light of these results, it can be suggested to organize learning environments where the STSE relationship can be learned more deeply by science teacher candidates. It can be recommended to develop sustainable development awareness within the scope of STSE. (C) 2021 Ani Publishing Ltd. All rights reservedÖğe Science Teacher Candidates' Views about Science-Technology-Society-Environment Relations(Ani Yayincilik, 2021) Ozer, Seyma; Kiray, Seyit Ahmet; Cardak, OsmanPurpose: Awareness of the interaction between science, technology, society, and environment (STSE) is seen as important in life in the modern world. Therefore, the present study aimed to examine the science teacher candidates' views on relations between science, technology, society, and environment. Research Methods: In this research, which used the phenomenographic study method, the data were obtained through drawings and interviews. The participants in this research consisted of 145 volunteer students who were studying in science teaching at a state university in Turkey during the 2018-2019 academic years. Content analysis and descriptive analysis methods were used to analyze the obtained data. Findings: Research findings revealed that science teacher candidates' understanding regarding STSE was the superficial correlation of these four concepts with each other. The majority of science teacher candidates had partial information and image of STSE. Science teacher candidates predominantly made drawings and expressed opinions regarding the negative effects of technology on society and environment and negative effects of humans on the environment. In addition, it was observed that the concepts of socioscientific issues, the nature of science and sustainable development were emerged implicitly in the drawings and views of some of the science teacher candidates regarding the STSE. Implications for Research and Practice: In the light of these results, it can be suggested to organize learning environments where the STSE relationship can be learned more deeply by science teacher candidates. It can be recommended to develop sustainable development awareness within the scope of STSE. (C) 2021 Ani Publishing Ltd. All rights reservedÖğe Scientific imagination of gifted and non-gifted middle school students(Univ Granada, Fac Ciencias Educacion, 2021) Kaynar, Hamza; Kiray, Seyit AhmetIn this study, it is aimed to examine the scientific imagination of gifted and non-gifted 5th and 8th grade students. For this purpose, the study was carried out with 12 students including 3 gifted and 3 non-gifted students at both grade levels. The data of the study were collected with the instruments named draw scientific imagination and explain scientific imagination. The results of the study revealed that gifted students had higher scientific imagination scores than non-gifted students at both levels, and 8th grade gifted students had more scientific imagination scores than 5th grade gifted students. In all sub-dimensions of scientific imagination, gifted students score more than non-gifted students. Non-gifted 8th grade students have lower scientific creativity scores than 5th grade students. In other sub-dimensions, 8th grade non-gifted students have higher scores than 5th grade students. It may be suggested that school programs should be supported by activities that develop scientific imagination so that the scientific imaginations of non-gifted students do not go backwards after the 5th grade. It may be recommended that additional programs applied to gifted students should be extended to non-gifted students.Öğe SELF-EFFICACY PERCEPTIONS OF SCIENCE TEACHERS REGARDING CONTENT KNOWLEDGE(Model Inst Education & Research, 2021) Sari, Berna; Kiray, Seyit AhmetThis study aims to determine the self-efficacy of science teachers regarding their content knowledge. The research was conducted using a multiple case study design. Three science teachers working in public schools were selected through purposive sampling. Personal interviews were used to collect the data for the study. The results showed that science teachers' self-efficacy in physics, chemistry, biology, astronomy, earth sciences, scientific process skills and science-technology-society-environment (STSE) are different. The area where science teachers are weakest in terms of their content knowledge self-efficacy is STSE. Although sustainable development, socio-scientific issues, science and career awareness sub-dimensions in the STSE have taken place in the curriculum, the teachers were not aware of these dimensions. Based on the results, the researchers recommend that in-service training courses be organised to increase the self-efficacy of science teachers on content knowledge.
