Senar Temel
Hacettepe University, Education, Department Member
- Hacettepe University, Department of Chemistry Education, Faculty Memberadd
Background: Determining individuals’ views of the nature of science is quite important for researchers since it is both a component of scienti c literacy and a fundamental aim of science education. Purpose: This study aims to develop a... more
Background: Determining individuals’ views of the nature of science is quite important for researchers since it is both a component of scienti c literacy and a fundamental aim of science education. Purpose: This study aims to develop a NOSvs for assessing prospective teachers’views of the nature of science and to analyse their psychometric properties.
Sample: A total of 565 prospective teachers participated in the study. Design and methods: The Kaiser–Meyer–Olkin (KMO) Index and Bartlett’s Sphericity Test were used in this study. Con rmatory factor analysis (CFA) was performed to determine the construct validity of the scale. Cronbach’s Alpha (α) coe cient was calculated for the reliability of the study.
Results: It was consequently found that the KMO was larger than .50. That Bartlett’s Sphericity Test was also statistically signi cant. The items with item-total correlations smaller than .30 were removed from the scale. Cronbach’s α values calculated for each sub-scale were above .70. In consequence of the rst CFA performed, t indices were found to be below the expected level. For this reason, three more items with the least item-total correlations were removed from the scale. Following the CFA, the nal form of the scale included 36 items and ve sub-scales.
Sample: A total of 565 prospective teachers participated in the study. Design and methods: The Kaiser–Meyer–Olkin (KMO) Index and Bartlett’s Sphericity Test were used in this study. Con rmatory factor analysis (CFA) was performed to determine the construct validity of the scale. Cronbach’s Alpha (α) coe cient was calculated for the reliability of the study.
Results: It was consequently found that the KMO was larger than .50. That Bartlett’s Sphericity Test was also statistically signi cant. The items with item-total correlations smaller than .30 were removed from the scale. Cronbach’s α values calculated for each sub-scale were above .70. In consequence of the rst CFA performed, t indices were found to be below the expected level. For this reason, three more items with the least item-total correlations were removed from the scale. Following the CFA, the nal form of the scale included 36 items and ve sub-scales.
Research Interests:
This research aims to adapt The Nature of Science Instrument Elementary Scale (NOSI-E) developed by Peoples (2012) into Turkish for secondary school students and to analyse the psychometric properties of the scale setting out from the... more
This research aims to adapt The Nature of Science Instrument Elementary Scale (NOSI-E) developed by Peoples (2012) into Turkish for secondary school students and to analyse the psychometric properties of the scale setting out from the fact that it is a necessity of science education aimed to achieve for students/prospective teachers to have adequate understanding of the nature of science. The validity analyses for the scale were performed with Con rma- tory Factor Analysis (CFA) and Cronbach alpha (α) coe cients were calculated for reliability. Following CFA, it was taken for granted that the t indices for the model met the goodness of t criterion. On exam- ining the t indices, the scale was regarded to attain construct validity due to the fact that the χ2/df ratio (1.42) was below 3, that the RMSEA value was at the level of .04 and that the NNFI and CFI (>.90) values were
at acceptable levels. On the other hand,
α coe cients, which were the internal consistency coe cients calculated for the reliability analysis of the scale, were found to range between .631 and .775, and for the overall scale was calculated as .814. These reliability index values were considered to be at acceptable levels.
at acceptable levels. On the other hand,
α coe cients, which were the internal consistency coe cients calculated for the reliability analysis of the scale, were found to range between .631 and .775, and for the overall scale was calculated as .814. These reliability index values were considered to be at acceptable levels.
Research Interests:
This study aims to analyse prospective chemistry teachers' cognitive structure related to the subject of covalent and ionic bonding. Semi-structured interviews were conducted with the participants in order to determine their cognitive... more
This study aims to analyse prospective chemistry teachers' cognitive structure related to the subject of covalent and ionic bonding. Semi-structured interviews were conducted with the participants in order to determine their cognitive structure, and the interviews were audio recorded to prevent the loss of data. The data were transcribed and transferred into the computer medium. Furthermore, a flow map was prepared for each prospective chemistry teacher and then was analysed firstly in terms of quantitative variables used in presenting cognitive structure in quantitative statements. Secondly, the statements in the flow maps were analysed in terms of comprehension level. In consequence, it was found through flow maps that prospective chemistry teachers were not very different from each other in terms of cognitive structure and that their cognitive structures were full of inadequacies and misconceptions. Having analysed the statements in the flow maps in terms of the levels of comprehension, the scope and richness of prospective chemistry teachers' cognitive structures were exhibited in more details.
Research Interests:
This study aims to analyse prospective chemistry teachers’ attitudes towards Information and Communication Technologies (ICT) as well as their confidence in Technological and Pedagogical Content Knowledge (TPACK). Information and... more
This study aims to analyse prospective chemistry teachers’ attitudes towards
Information and Communication Technologies (ICT) as well as their confidence
in Technological and Pedagogical Content Knowledge (TPACK). Information
and Communication Technology Attitude Scale (ICTAS) developed by Günbatar
(2014), and the Technological Pedagogical Content Knowledge Confidence
Survey (TPCKCS) developed by Graham et al (2009) and adapted into Turkish
by Timur and Taşar (2011) were used in this research as the tools of data
collection. The study was performed in the survey model, one of the quantitative
research methods. 53 prospective chemistry teachers participated in this research.
The TPCKCS consists of four dimensions: technological pedagogical content
knowledge, technological pedagogical knowledge, technological content
knowledge, and technological knowledge. The ICTAS, on the other hand,
consists of such dimensions as general tendency of ICT, access to information in
virtual environments, computer hardware, use of software and communication in
virtual environments. The correlations of the sub-dimensions of both scales were
analysed through correlation analysis. In addition to that, a correlation analysis
was performed in order to determine the relations between the total scores of both
scales. At the end of the study, the correlation coefficients for the scores that
prospective chemistry teachers have received from the sub-dimensions of both
scales are presented.
Information and Communication Technologies (ICT) as well as their confidence
in Technological and Pedagogical Content Knowledge (TPACK). Information
and Communication Technology Attitude Scale (ICTAS) developed by Günbatar
(2014), and the Technological Pedagogical Content Knowledge Confidence
Survey (TPCKCS) developed by Graham et al (2009) and adapted into Turkish
by Timur and Taşar (2011) were used in this research as the tools of data
collection. The study was performed in the survey model, one of the quantitative
research methods. 53 prospective chemistry teachers participated in this research.
The TPCKCS consists of four dimensions: technological pedagogical content
knowledge, technological pedagogical knowledge, technological content
knowledge, and technological knowledge. The ICTAS, on the other hand,
consists of such dimensions as general tendency of ICT, access to information in
virtual environments, computer hardware, use of software and communication in
virtual environments. The correlations of the sub-dimensions of both scales were
analysed through correlation analysis. In addition to that, a correlation analysis
was performed in order to determine the relations between the total scores of both
scales. At the end of the study, the correlation coefficients for the scores that
prospective chemistry teachers have received from the sub-dimensions of both
scales are presented.
Research Interests:
Self-concept, one of affective introductory behaviours, is one of the most frequently studied issues especially in social sciences. Since it is a strong mental structure which psychologists and social psychologists say to be related with... more
Self-concept, one of affective
introductory behaviours, is one of the
most frequently studied issues especially in
social sciences. Since it is a strong mental
structure which psychologists and social
psychologists say to be related with learning,
this research aims to adapt Chemistry
Self-Concept Inventory developed by Bauer
(2005) so as to evaluate students’ self-concept
into Turkish, and analyse its psychometric
properties. The data were collected
by applying the inventory to 530 prospective
teachers attending the chemistry
education, primary school education and
science education departments of three
different Universities. Following the translation
work, Turkish form of the inventory was
given the final shape. The construct validity
of the inventory was tested by confirmatory
factor analysis. McDonald’s Omega (ω)
and Cronbach Alpha (α) coefficients were
calculated for the reliability study of the
inventory. Fit indices were found to be lower
in the first confirmatory factor analysis
conducted than the ones expected, and
11 items with the fewest factor loads and
with the highest modification indices were
removed from the inventory. The sub-dimensions
apart from creativity were found
to have ω and α coefficients above 0.70.
introductory behaviours, is one of the
most frequently studied issues especially in
social sciences. Since it is a strong mental
structure which psychologists and social
psychologists say to be related with learning,
this research aims to adapt Chemistry
Self-Concept Inventory developed by Bauer
(2005) so as to evaluate students’ self-concept
into Turkish, and analyse its psychometric
properties. The data were collected
by applying the inventory to 530 prospective
teachers attending the chemistry
education, primary school education and
science education departments of three
different Universities. Following the translation
work, Turkish form of the inventory was
given the final shape. The construct validity
of the inventory was tested by confirmatory
factor analysis. McDonald’s Omega (ω)
and Cronbach Alpha (α) coefficients were
calculated for the reliability study of the
inventory. Fit indices were found to be lower
in the first confirmatory factor analysis
conducted than the ones expected, and
11 items with the fewest factor loads and
with the highest modification indices were
removed from the inventory. The sub-dimensions
apart from creativity were found
to have ω and α coefficients above 0.70.
Research Interests:
Özet Çalışmada, ülkemizde özellikle fen eğitiminde kullanılan probleme dayalı öğrenme ile ilgili yapılan çalışmalara ilişkin bir içerik analizi yapmak amaçlanmıştır. Bu amaçla literatür taraması yapılmış ve söz konusu çalışmaların yayın... more
Özet Çalışmada, ülkemizde özellikle fen eğitiminde kullanılan probleme dayalı öğrenme ile ilgili yapılan çalışmalara ilişkin bir içerik analizi yapmak amaçlanmıştır. Bu amaçla literatür taraması yapılmış ve söz konusu çalışmaların yayın yılı, yayın türü, araştırma yöntemi, araştırma konusu, araştırma alanı, örneklem belirleme yöntemi, veri toplama araçları ve veri analiz yöntemi bakımından nasıl dağılım gösterdikleri araştırılmıştır. Çalışmada probleme dayalı öğrenme ile ilgili 21 makale, 24 yüksek lisans tezi ve 13 doktora tezi olmak üzere toplam 58 çalışmaya ulaşılmıştır. Çalışmanın sonuçları değerlendirildiğinde, genel olarak nicel araştırma yöntemlerinin kullanıldığı ve bu doğrultuda veri toplama araçlarının ve veri analiz yöntemlerinin belirlendiği tespit edilmiştir. Anahtar Kelimeler: fen eğitimi, içerik analizi, probleme dayalı öğrenme Abstract In the study, it was aimed to conduct a content analysis on the research studies performed in relation to the Problem-Based Learning (PBL) used in especially science education in Turkey. Literature was reviewed for this aim and the studies in question were examined on the basis of the year of publication, the type of research, the type of research method, the topic of research, the field of research, the method of selecting the sample, data collection tools, and data analysis method. A total of 58 studies-21 of which were articles, 24 of which were postgraduate theses, and 13 of which were doctoral dissertations-were analyzed. On evaluating the results of the study, it was found that the quantitative research methods were employed in general and that the data collection tools and data analysis methods were determined accordingly.