The main purpose of this study was to explore the factors mediating the translation of second gra... more The main purpose of this study was to explore the factors mediating the translation of second grade teachers' nature of science (NOS) views into classroom practice after completing a graduate level NOS course. Four second grade in-service elementary teachers comprised the sample of this study. Data were collected from several sources during the course of this study. The primary data sources were (a) assessment of the elementary teachers' NOS views before and after the graduate level NOS course using the Views of Nature of Science Questionnaire Version B (VNOS-B) (Lederman et al., 2002) coupled with interviews, and (b) a classroom observation and videotaped recording of the elementary teachers' best NOS lessons coupled with interview. We identified three distinct but related factors that mediated the translation of NOS views into classroom practice: the teachers' perspectives about the developmental appropriateness of the NOS aspect, the teachers' selection of target NOS aspects, and the relative importance placed by teachers on each NOS aspect.
We examined to what extent elementary teachers' nature of science (NOS) and nature of scientific ... more We examined to what extent elementary teachers' nature of science (NOS) and nature of scientific inquiry (NOSI) views, and science teaching efficacy beliefs change after a five-day professional development program designed to teach NOS and NOSI integrated with language arts. We found that elementary teachers improved their NOS and NOSI views, and one dimension of their science teaching efficacy beliefs at the end of the professional development program. Results of this study suggest that carefully designed professional development programs that provide NOS and NOSI instruction integrated with language arts may help elementary teachers improve their science teaching efficacy beliefs as well as their NOS and NOSI views.
This study examined to what extent inquiry-based
instruction supported with real-time graphing te... more This study examined to what extent inquiry-based instruction supported with real-time graphing technology improves fourth grader’s ability to interpret graphs as representations of physical science concepts such as motion and temperature. This study also examined whether there is any difference between inquiry-based instruction supported with real-time graphing software and inquirybased instruction supported with traditional laboratory equipment in terms of improving fourth graders’ ability to interpret motion and temperature graphs. Results of this study showed that there is a significant advantage in using real-time graphing technology to support fourth graders’ ability to interpret graphs.
Epistemological beliefs refer to an individual’s
thinking and beliefs about the nature of knowled... more Epistemological beliefs refer to an individual’s thinking and beliefs about the nature of knowledge and knowing. The present study examined two research questions: (1) how do prospective elementary teachers’ epistemological beliefs in science change as a result of instruction specifically designed to improve their epistemological beliefs and (2) what role does the conceptual ecology for epistemological beliefs play in their development? The study was correlational with a sample of 161 prospective elementary teachers (148 female, 13 male). Self-report questionnaires tapping four dimensions of epistemological beliefs (certainty-simplicity, justification, source, attainability of truth) were given to prospective elementary teachers at two time points during an introductory science course. Results indicated that prospective elementary teachers became more sophisticated in their beliefs across all four dimensions of epistemological beliefs. It was found that one component of conceptual ecology for epistemological beliefs, thinking dispositions, was related to the development of epistemological beliefs. Prospective teachers with high thinking dispositions developed more sophisticated beliefs in comparison to prospective teachers with low thinking dispositions.
This paper articulates the importance of epistemological
beliefs (EBs) and draws a parallel betwe... more This paper articulates the importance of epistemological beliefs (EBs) and draws a parallel between EBs literature in educational psychology and nature of science (NOS) literature in science education. The paper stresses that EBs in science and NOS ideas have common ground and they can be best improved through explicitreflective instruction informed by conceptual change theory. The paper concludes that future studies should explore the factors that mediate the development of EBs in science and NOS ideas rather than documenting the changes in students’ and teachers’ EBs in science and NOS ideas after explicit-reflective instruction through pre- and post assessments.
There has been an abundance of writing about videogames1 in education.
Characteristic of a young ... more There has been an abundance of writing about videogames1 in education. Characteristic of a young field, much of this work is theoretical and not necessarily based on data. Classroom integration strategies rely on researchers’ arguments, anecdotal evidence, and teachers’ pragmatism. Unfortunately, videogames are often created for profit and to entertain, leaving many additional issues to consider (i.e., marketing, effectiveness, etc.). Researchers’ arguments combined with videogames’ widespread popularity and potentially spurious advertising may leave teachers confused or misinformed. As a result, this chapter examines the salient properties of a commercial game (SPORE), an immersive context with game-like features (Quest Atlantis), and a pedagogically based immersive context (GlobalEd II) as their attributes relate to classroom instruction. Specifically, we describe educational and technological affordances of these contexts, the limitations associated with each, and the necessary yet pragmatic steps involved in their classroom use.
In this study, using multiple regression analysis, we aimed to explore the factors related to
acc... more In this study, using multiple regression analysis, we aimed to explore the factors related to acceptance of evolutionary theory among preservice Turkish biology teachers using conceptual ecology for biological evolution as a theoretical lens.We aimed to determine the extent to which we can account for the variance in acceptance of evolutionary theory by using understanding of evolutionary theory, epistemological beliefs, thinking dispositions, and parents’ educational level as independent variables. Preservice biology teachers’ thinking dispositions, their understanding of evolutionary theory, and their parents’ educational level are positively correlated with acceptance of evolutionary theory. We did not find any significant positive correlation between epistemological beliefs and acceptance of evolution because of low reliability coefficients of subscales of the epistemological beliefs instrument. Together they explained 10.5% of the variance. These results suggest that studying the relationship between acceptance of evolutionary theory and other related factors in a multivariate context is more informative than examining the relationship between acceptance of evolutionary theory and other factors in isolation. Our findings indicate that studying a controversial issue such as acceptance of evolutionary theory in a multivariate fashion, using conceptual ecology as a theoretical lens to interpret the findings, is informative. Our results suggest the inclusion of thinking dispositions in conceptual ecology for biological evolution.
This paper critically examines the place of traditional lectures within the context of an upper l... more This paper critically examines the place of traditional lectures within the context of an upper level biology course in an increasingly technological large American university. We examined a professor’s effort to improve his course by incorporating weekly student presentations. This organizational change in the course resulted in the removal of about one-third of the content previously covered. The presentations were successful at engaging students, but additional pedagogical changes were identified that may improve student engagement. Our results suggested that knowing content is necessary but not sufficient to keep students engaged and explain complex biology content in an understandable fashion.
The main purpose of this study was to explore the factors mediating the translation of second gra... more The main purpose of this study was to explore the factors mediating the translation of second grade teachers' nature of science (NOS) views into classroom practice after completing a graduate level NOS course. Four second grade in-service elementary teachers comprised the sample of this study. Data were collected from several sources during the course of this study. The primary data sources were (a) assessment of the elementary teachers' NOS views before and after the graduate level NOS course using the Views of Nature of Science Questionnaire Version B (VNOS-B) (Lederman et al., 2002) coupled with interviews, and (b) a classroom observation and videotaped recording of the elementary teachers' best NOS lessons coupled with interview. We identified three distinct but related factors that mediated the translation of NOS views into classroom practice: the teachers' perspectives about the developmental appropriateness of the NOS aspect, the teachers' selection of target NOS aspects, and the relative importance placed by teachers on each NOS aspect.
We examined to what extent elementary teachers' nature of science (NOS) and nature of scientific ... more We examined to what extent elementary teachers' nature of science (NOS) and nature of scientific inquiry (NOSI) views, and science teaching efficacy beliefs change after a five-day professional development program designed to teach NOS and NOSI integrated with language arts. We found that elementary teachers improved their NOS and NOSI views, and one dimension of their science teaching efficacy beliefs at the end of the professional development program. Results of this study suggest that carefully designed professional development programs that provide NOS and NOSI instruction integrated with language arts may help elementary teachers improve their science teaching efficacy beliefs as well as their NOS and NOSI views.
This study examined to what extent inquiry-based
instruction supported with real-time graphing te... more This study examined to what extent inquiry-based instruction supported with real-time graphing technology improves fourth grader’s ability to interpret graphs as representations of physical science concepts such as motion and temperature. This study also examined whether there is any difference between inquiry-based instruction supported with real-time graphing software and inquirybased instruction supported with traditional laboratory equipment in terms of improving fourth graders’ ability to interpret motion and temperature graphs. Results of this study showed that there is a significant advantage in using real-time graphing technology to support fourth graders’ ability to interpret graphs.
Epistemological beliefs refer to an individual’s
thinking and beliefs about the nature of knowled... more Epistemological beliefs refer to an individual’s thinking and beliefs about the nature of knowledge and knowing. The present study examined two research questions: (1) how do prospective elementary teachers’ epistemological beliefs in science change as a result of instruction specifically designed to improve their epistemological beliefs and (2) what role does the conceptual ecology for epistemological beliefs play in their development? The study was correlational with a sample of 161 prospective elementary teachers (148 female, 13 male). Self-report questionnaires tapping four dimensions of epistemological beliefs (certainty-simplicity, justification, source, attainability of truth) were given to prospective elementary teachers at two time points during an introductory science course. Results indicated that prospective elementary teachers became more sophisticated in their beliefs across all four dimensions of epistemological beliefs. It was found that one component of conceptual ecology for epistemological beliefs, thinking dispositions, was related to the development of epistemological beliefs. Prospective teachers with high thinking dispositions developed more sophisticated beliefs in comparison to prospective teachers with low thinking dispositions.
This paper articulates the importance of epistemological
beliefs (EBs) and draws a parallel betwe... more This paper articulates the importance of epistemological beliefs (EBs) and draws a parallel between EBs literature in educational psychology and nature of science (NOS) literature in science education. The paper stresses that EBs in science and NOS ideas have common ground and they can be best improved through explicitreflective instruction informed by conceptual change theory. The paper concludes that future studies should explore the factors that mediate the development of EBs in science and NOS ideas rather than documenting the changes in students’ and teachers’ EBs in science and NOS ideas after explicit-reflective instruction through pre- and post assessments.
There has been an abundance of writing about videogames1 in education.
Characteristic of a young ... more There has been an abundance of writing about videogames1 in education. Characteristic of a young field, much of this work is theoretical and not necessarily based on data. Classroom integration strategies rely on researchers’ arguments, anecdotal evidence, and teachers’ pragmatism. Unfortunately, videogames are often created for profit and to entertain, leaving many additional issues to consider (i.e., marketing, effectiveness, etc.). Researchers’ arguments combined with videogames’ widespread popularity and potentially spurious advertising may leave teachers confused or misinformed. As a result, this chapter examines the salient properties of a commercial game (SPORE), an immersive context with game-like features (Quest Atlantis), and a pedagogically based immersive context (GlobalEd II) as their attributes relate to classroom instruction. Specifically, we describe educational and technological affordances of these contexts, the limitations associated with each, and the necessary yet pragmatic steps involved in their classroom use.
In this study, using multiple regression analysis, we aimed to explore the factors related to
acc... more In this study, using multiple regression analysis, we aimed to explore the factors related to acceptance of evolutionary theory among preservice Turkish biology teachers using conceptual ecology for biological evolution as a theoretical lens.We aimed to determine the extent to which we can account for the variance in acceptance of evolutionary theory by using understanding of evolutionary theory, epistemological beliefs, thinking dispositions, and parents’ educational level as independent variables. Preservice biology teachers’ thinking dispositions, their understanding of evolutionary theory, and their parents’ educational level are positively correlated with acceptance of evolutionary theory. We did not find any significant positive correlation between epistemological beliefs and acceptance of evolution because of low reliability coefficients of subscales of the epistemological beliefs instrument. Together they explained 10.5% of the variance. These results suggest that studying the relationship between acceptance of evolutionary theory and other related factors in a multivariate context is more informative than examining the relationship between acceptance of evolutionary theory and other factors in isolation. Our findings indicate that studying a controversial issue such as acceptance of evolutionary theory in a multivariate fashion, using conceptual ecology as a theoretical lens to interpret the findings, is informative. Our results suggest the inclusion of thinking dispositions in conceptual ecology for biological evolution.
This paper critically examines the place of traditional lectures within the context of an upper l... more This paper critically examines the place of traditional lectures within the context of an upper level biology course in an increasingly technological large American university. We examined a professor’s effort to improve his course by incorporating weekly student presentations. This organizational change in the course resulted in the removal of about one-third of the content previously covered. The presentations were successful at engaging students, but additional pedagogical changes were identified that may improve student engagement. Our results suggested that knowing content is necessary but not sufficient to keep students engaged and explain complex biology content in an understandable fashion.
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Papers by Hasan Deniz
instruction supported with real-time graphing technology
improves fourth grader’s ability to interpret graphs
as representations of physical science concepts such as
motion and temperature. This study also examined whether
there is any difference between inquiry-based instruction
supported with real-time graphing software and inquirybased
instruction supported with traditional laboratory
equipment in terms of improving fourth graders’ ability to
interpret motion and temperature graphs. Results of this
study showed that there is a significant advantage in using
real-time graphing technology to support fourth graders’
ability to interpret graphs.
thinking and beliefs about the nature of knowledge and
knowing. The present study examined two research questions:
(1) how do prospective elementary teachers’ epistemological
beliefs in science change as a result of
instruction specifically designed to improve their epistemological
beliefs and (2) what role does the conceptual
ecology for epistemological beliefs play in their development?
The study was correlational with a sample of 161
prospective elementary teachers (148 female, 13 male).
Self-report questionnaires tapping four dimensions of
epistemological beliefs (certainty-simplicity, justification,
source, attainability of truth) were given to prospective
elementary teachers at two time points during an introductory
science course. Results indicated that prospective
elementary teachers became more sophisticated in their
beliefs across all four dimensions of epistemological
beliefs. It was found that one component of conceptual
ecology for epistemological beliefs, thinking dispositions,
was related to the development of epistemological beliefs.
Prospective teachers with high thinking dispositions
developed more sophisticated beliefs in comparison to
prospective teachers with low thinking dispositions.
beliefs (EBs) and draws a parallel between
EBs literature in educational psychology and nature of
science (NOS) literature in science education. The paper
stresses that EBs in science and NOS ideas have common
ground and they can be best improved through explicitreflective
instruction informed by conceptual change theory.
The paper concludes that future studies should explore
the factors that mediate the development of EBs in science
and NOS ideas rather than documenting the changes in
students’ and teachers’ EBs in science and NOS ideas
after explicit-reflective instruction through pre- and post
assessments.
Characteristic of a young field, much of this work is theoretical and not necessarily based
on data. Classroom integration strategies rely on researchers’ arguments, anecdotal
evidence, and teachers’ pragmatism. Unfortunately, videogames are often created for
profit and to entertain, leaving many additional issues to consider (i.e., marketing,
effectiveness, etc.). Researchers’ arguments combined with videogames’ widespread
popularity and potentially spurious advertising may leave teachers confused or
misinformed. As a result, this chapter examines the salient properties of a commercial
game (SPORE), an immersive context with game-like features (Quest Atlantis), and a
pedagogically based immersive context (GlobalEd II) as their attributes relate to
classroom instruction. Specifically, we describe educational and technological
affordances of these contexts, the limitations associated with each, and the necessary yet
pragmatic steps involved in their classroom use.
acceptance of evolutionary theory among preservice Turkish biology teachers using conceptual ecology for
biological evolution as a theoretical lens.We aimed to determine the extent to which we can account for the
variance in acceptance of evolutionary theory by using understanding of evolutionary theory,
epistemological beliefs, thinking dispositions, and parents’ educational level as independent variables.
Preservice biology teachers’ thinking dispositions, their understanding of evolutionary theory, and their
parents’ educational level are positively correlated with acceptance of evolutionary theory. We did not find
any significant positive correlation between epistemological beliefs and acceptance of evolution because of
low reliability coefficients of subscales of the epistemological beliefs instrument. Together they explained
10.5% of the variance. These results suggest that studying the relationship between acceptance of
evolutionary theory and other related factors in a multivariate context is more informative than examining
the relationship between acceptance of evolutionary theory and other factors in isolation. Our findings
indicate that studying a controversial issue such as acceptance of evolutionary theory in a multivariate
fashion, using conceptual ecology as a theoretical lens to interpret the findings, is informative. Our results
suggest the inclusion of thinking dispositions in conceptual ecology for biological evolution.
biology course in an increasingly technological large American university. We examined a
professor’s effort to improve his course by incorporating weekly student presentations. This
organizational change in the course resulted in the removal of about one-third of the content
previously covered. The presentations were successful at engaging students, but additional
pedagogical changes were identified that may improve student engagement. Our results suggested that
knowing content is necessary but not sufficient to keep students engaged and explain complex biology
content in an understandable fashion.
instruction supported with real-time graphing technology
improves fourth grader’s ability to interpret graphs
as representations of physical science concepts such as
motion and temperature. This study also examined whether
there is any difference between inquiry-based instruction
supported with real-time graphing software and inquirybased
instruction supported with traditional laboratory
equipment in terms of improving fourth graders’ ability to
interpret motion and temperature graphs. Results of this
study showed that there is a significant advantage in using
real-time graphing technology to support fourth graders’
ability to interpret graphs.
thinking and beliefs about the nature of knowledge and
knowing. The present study examined two research questions:
(1) how do prospective elementary teachers’ epistemological
beliefs in science change as a result of
instruction specifically designed to improve their epistemological
beliefs and (2) what role does the conceptual
ecology for epistemological beliefs play in their development?
The study was correlational with a sample of 161
prospective elementary teachers (148 female, 13 male).
Self-report questionnaires tapping four dimensions of
epistemological beliefs (certainty-simplicity, justification,
source, attainability of truth) were given to prospective
elementary teachers at two time points during an introductory
science course. Results indicated that prospective
elementary teachers became more sophisticated in their
beliefs across all four dimensions of epistemological
beliefs. It was found that one component of conceptual
ecology for epistemological beliefs, thinking dispositions,
was related to the development of epistemological beliefs.
Prospective teachers with high thinking dispositions
developed more sophisticated beliefs in comparison to
prospective teachers with low thinking dispositions.
beliefs (EBs) and draws a parallel between
EBs literature in educational psychology and nature of
science (NOS) literature in science education. The paper
stresses that EBs in science and NOS ideas have common
ground and they can be best improved through explicitreflective
instruction informed by conceptual change theory.
The paper concludes that future studies should explore
the factors that mediate the development of EBs in science
and NOS ideas rather than documenting the changes in
students’ and teachers’ EBs in science and NOS ideas
after explicit-reflective instruction through pre- and post
assessments.
Characteristic of a young field, much of this work is theoretical and not necessarily based
on data. Classroom integration strategies rely on researchers’ arguments, anecdotal
evidence, and teachers’ pragmatism. Unfortunately, videogames are often created for
profit and to entertain, leaving many additional issues to consider (i.e., marketing,
effectiveness, etc.). Researchers’ arguments combined with videogames’ widespread
popularity and potentially spurious advertising may leave teachers confused or
misinformed. As a result, this chapter examines the salient properties of a commercial
game (SPORE), an immersive context with game-like features (Quest Atlantis), and a
pedagogically based immersive context (GlobalEd II) as their attributes relate to
classroom instruction. Specifically, we describe educational and technological
affordances of these contexts, the limitations associated with each, and the necessary yet
pragmatic steps involved in their classroom use.
acceptance of evolutionary theory among preservice Turkish biology teachers using conceptual ecology for
biological evolution as a theoretical lens.We aimed to determine the extent to which we can account for the
variance in acceptance of evolutionary theory by using understanding of evolutionary theory,
epistemological beliefs, thinking dispositions, and parents’ educational level as independent variables.
Preservice biology teachers’ thinking dispositions, their understanding of evolutionary theory, and their
parents’ educational level are positively correlated with acceptance of evolutionary theory. We did not find
any significant positive correlation between epistemological beliefs and acceptance of evolution because of
low reliability coefficients of subscales of the epistemological beliefs instrument. Together they explained
10.5% of the variance. These results suggest that studying the relationship between acceptance of
evolutionary theory and other related factors in a multivariate context is more informative than examining
the relationship between acceptance of evolutionary theory and other factors in isolation. Our findings
indicate that studying a controversial issue such as acceptance of evolutionary theory in a multivariate
fashion, using conceptual ecology as a theoretical lens to interpret the findings, is informative. Our results
suggest the inclusion of thinking dispositions in conceptual ecology for biological evolution.
biology course in an increasingly technological large American university. We examined a
professor’s effort to improve his course by incorporating weekly student presentations. This
organizational change in the course resulted in the removal of about one-third of the content
previously covered. The presentations were successful at engaging students, but additional
pedagogical changes were identified that may improve student engagement. Our results suggested that
knowing content is necessary but not sufficient to keep students engaged and explain complex biology
content in an understandable fashion.