M.S. Theses

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Examining middle school students’ learning progression for scientific argumentation
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2023., 2023) Çelik, Beyza Nur.; Adadan, Emine.
The purpose of this study is to examine the development of scientific argumentation skills of middle school students at three grade levels. In addition, the change in students' scientific argumentation skills in different science contexts (Physical Science, Earth and Space Science, Life Science, Socioscientific Issues) was also investigated. The participants of the study consisted of 80 students from Grade 5 (27), Grade 6 (26) and Grade 7 (27). In accordance with the objectives of this cross-sectional study, a basic qualitative research design, one of the qualitative research approaches, was adopted. The data of the study consisted of the participants' individual and written responses to four different argumentation tasks and semi-structured follow up interviews. The data obtained were analyzed with constant comparative analysis method and the argumentation elements identified were coded. Two different argumentation frameworks were used in accordance with two different research questions and students' achievements in scientific argumentation skills were determined according to the criteria for levels. When the findings of the first research question were analyzed, it was observed that there was a significant improvement in students' scientific argumentation skills from Grade 5 to Grade 6. However, although they were the only group that reached the highest argumentation level among the other groups, it was observed that Grade 7 students had lower skills compared to Grade 6 students. The main reason for this finding was discussed by presenting the problems 7th grade students had in constructing opposing arguments and various reasons. As another finding, it was revealed that the topic that students had the most difficulty in forming arguments was physical science, followed by the earth and space science, and they formed higher level arguments in socioscientific issues and life science contexts. The findings of the study provide implications that can contribute to science education literature, science education practices and the development of assessment and evaluation tools.
Exploring the progression in students' understanding of chemical reactions across different grade levels
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2019., 2019.) Yavuzkaya, Merve Nur.; Adadan, Emine.
This study aimed to map students’ conceptual progression of how and why chem ical reactions happen across diﬀerent grade levels. This study also investigated how students’ patterns of understanding change with respect to the type of chemical re action under analysis. A total of 77 students participated in the study from diﬀerent grade levels: Grade 12 students in high school level (n=20), Undergraduate 1 chem istry students (n=20), Undergraduate 4 chemistry students (n=20), and Graduate chemistry students (n=17). Grounded theory was utilized as the research method ology and semistructured individual interviews were conducted with the participants. Semistructured interview protocol included four types of chemical reactions (i.e., single displacement, double displacement, decomposition, and combination) based on parti cle arrangements. Through constant comparative analysis of the data, dimensions and conceptual modes were identiﬁed and conceptual modes were sequenced based on in creasing sophistication. Data analysis showed that students’ understanding of how and why chemical reactions happen depended on the grade level and the reaction type un der analysis. The ﬁndings showed that the participants’ understanding demonstrated progression regarding how chemical reactions proceed and chemical causality as the grade level increased. The participants mostly struggled while explaining the agents, processes, energetic, and entropic factors aﬀecting chemical reactions. Therefore, the expression of the conceptual modes regarding the dimensions of what causes chemi cal reactions and what drives chemical reactions was lower when compared with the other dimensions. The ﬁndings of the study seemed to provide insights into designing curriculum, developing assessment tools and instructional practices.
Exploring the relationship between college students' understanding of particle theory of matter and their conceptual understanding of vapor pressure
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2019., 2019.) İşcan, Meltem.; Adadan, Emine.
This mixed method study mainly explores the association between first-year college students’ understanding of particulate nature of matter (PNM) and their understanding of vapor pressure. The goal was to identify and describe the levels of understanding of specific vapor pressure concepts of a group of participants with a high understanding of PNM and a group with a low understanding of PNM. The sample of this study was 48 first-year college students who were enrolled in General Chemistry I course. Data were collected through a diagnostic test about the PNM and interviews on vapor pressure. Data obtained from diagnostic tests and interviews were coded and analyzed by using qualitative and quantitative methods. Different aspects of vapor pressure were evaluated by giving numeric points to each participant’s responses in the quantitative analysis. Each participant’s level of conceptual understanding about specific vapor pressure concepts was identified in the qualitative analysis. According to data analysis results, it was concluded that there was a statistically significant difference between the groups of high understanding of PNM and low understanding of PNM in terms of their understanding of vapor pressure. Participants with a high understanding of PNM were more likely to develop a scientific understanding in vapor pressure.
Pre-service chemistry teachers' conceptual understandings of solution chemistry in the context of multi-representational instruction
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2013., 2013.) Tanrıverdi, Fethiye Tuğba.; Adadan, Emine.
This study aimed to explore the effectiveness of Multi-Representational Instruction in pre-service chemistry teachers’ conceptual understandings of solution chemistry and to identify the characteristics of individual participants’ conceptual understandings of the types of solutions from before beginning the instruction to immediately after completing the instruction to five-months after completing the instruction. This study was conducted with third-year pre-service chemistry teachers at a state university in Istanbul in the fall of 2010. There were a total of 14 participants, including 10 female and four male. It was a mixed method study combined with quantitative and qualitative research methods. Quantitative part of the study included a one-group quasi-experimental design with pre, post, and delayed post-interview. Qualitative part of the study involved verbal data (e.g., interviews, collection of student artifacts, field notes) and descriptive data analysis procedures, but the main data source was interviews. During the interviews, the questions were asked according to an interview protocol which was modified from a two-tailed diagnostic instrument developed by Adadan and Savasci (2012). In the quantitative analysis, the numeric points were given to each participant's responses about the different aspects of solution chemistry. Their total scores were calculated for the pre, post, and delayed post-interview. In the qualitative analysis, each participant's kinds of conceptual understandings about the types of solutions were identified for the pre, post and delayed post-interview, and the changes in each participant’s kinds of conceptual understandings from pre to post and then to delayed post-interview were examined. According to data analysis results, it was concluded that the Multi-Representational instruction were effective for developing the participants’ conceptual understandings of solution chemistry from pre to post-instruction and maintaining such conceptual understandings over a five-month period.
Promoting grade 6 students' scientific understanding of the particulate nature of matter and the role of models in science through multi-representational instruction
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2011., 2011.) Ataman - Mortaş, Müjde Müge.; Adadan, Emine.
The purpose of this quasi-experimental study was to describe and understand Grade 6 students’ conceptions of the particulate nature of matter and models and modeling in science. The other major goal was to design an instructional sequence in order to promote understanding of these scientific concepts. The participants were Grade 6 students from two different schools. A total of 109 students from a primary school were involved in the study. 75 of them constituted the experimental group and 34 of them constituted the control group. The experimental group was treated with model based instruction and the control group was treated with traditional instruction. Data regarding students’ conceptual understanding of the particulate nature of matter and models and modeling in science were collected through the particulate nature of matter content test (PNMCT) and models and modeling in science questionnaire (MMSQ) before and after the treatment. A two-tiered particulate nature of matter content test was developed by the researcher and a models and modeling in science questionnaire, which was used previously in the study of Chittleborough, Treagust, Mamiala, and Mocerino (2005) was employed. The name of the instrument used in the earlier study was “My Views of Models and Modeling in Science” (VOMMS). In the current study, however, it was adapted. Quantitative data were analyzed with SPSS. Before the instructions, all Grade 6 students held alternative conceptions about the particulate nature of matter. After completing the model-based instruction, Grade 6 students were more likely to hold a scientific conceptual understanding. The findings of the study have revealed that model based instruction can be used to promote conceptual change among Grade 6 students.
Students' understanding of the greenhouse effect : a cross-age study
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2022., 2022) Özçelik, Ceren.; Adadan, Emine.
This study aimed to investigate high school students’ and final- year pre-service teachers’ mental models of the greenhouse effect at different age levels (Grade 9, Grade 11, and the pre- service teachers). This study further investigated the relation between students’ mental models and academic achievements. In this regard, the study identified the components and properties of the mental models of each participant about the greenhouse effect and explored how the main constituents of these models progressed across different grade levels. Secondly, the mental models of the greenhouse effect were examined based on the participants' academic achievement. For this purpose, individual interviews were conducted with high school students: Grade 9 (n=18) aged between 14-16, Grade 11 (n=24) aged between 17-19, and pre-service physics and chemistry teachers (n=19), who were 18-29 years old. This study used qualitative data from semi-structured interviews and sketches to identify the participants' mental models about the greenhouse effect. The constant comparative method was used to analyze student answers to questions about the greenhouse effect. The data was iteratively coded to generate the codes corresponding to students’ mental models about the mechanism of the greenhouse effect. The features of greenhouse effect mechanisms and ten different mental models were identified. The Macro Models without particulate level explanations outnumbered the Micro Models in which the properties of particles are explained across all participant groups. Pre-service teachers have significantly progressed toward a scientific greenhouse effect model compared to the other groups. Alternative conceptions of the students about the greenhouse effect were also identified. Each student’s academic accomplishment based on their grade point average was related to the type of their mental model. No correlation was found between academic achievement and the types of mental models of the Grade 9 students’ mental models. However, there was a moderately significant correlation between the mental models of the Grade 11 students and the pre-service teachers.
Teaching module that integrates visualization tools and inquiry to adress the concepts of reversibility, incomplete conversion and dynamic equilibrium
(Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2009., 2009.) Özdemir, İlkay Buket Ataç.; Ardaç, Dilek.; Adadan, Emine.
This study aimed to develop and measure the effectiveness of an instructional module ChemEq to help students conceptualize incomplete conversion, reversibility and dynamic equilibrium concepts of chemical equilibrium. In ChemEq instructional module inquiry based lab activity, animated display and lecture were integrated to relate macroscopic, submicroscopic and symbolic levels. In order to analyze the effectiveness of ChemEq instructional module, a pre-experimental design (pre-test post test design) was implemented in an Anatolian high school in Istanbul with the participation of 39 (Grade 11) students. Learning gains were determined by comparing students who differed in terms of their performance during the activities (lab activity and animated display activity) and chemistry achievement. Data obtained from the sample were analyzed to examine the impact of ChemEq instructional module on students’ conceptual understanding of the basic concepts as reversibility, incomplete conversion and dynamic nature of chemical equilibrium. Independent samples t-test and repeated measures ANCOVA was used for analysis of data. Results indicated that students’ molecular representation of the equilibrium state were not significantly different for groups who differed in terms of their performance during the lab activity and chemistry grades. Post animation measures also indicated that molecular representation of equilibrium state was not significantly different for groups who differed in terms of performance during the animated display activity. Repeated measures of ANCOVA showed significant difference between performance during the animated display and students’ understanding of the dynamic nature of the equilibrium state. Independent samples t-test and ANCOVA measures indicated no significant difference in retention scores (midterm grades) of student groups who differ in terms of their activity scores (lab activity and animated display activity). When the contribution of the both activities on the performance of a transfer measure about different but a related topic (weak acid and base equilibrium) was examined, results indicated a significant difference between activity total scores and transfer scores. Results implied that the animated display helped students to visualize the reactions taking place at submicroscopic level. Also transfer results implied that the difference in transfer scores of high and low performing groups of both activities were due to activity involvement rather than their chemistry achievements.
The predict - observe - explain instruction coupled with reflective journal writing for teaching electricity and magnetism: a quasi - experimental study with grade 10 students
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2016., 2016.) Akkılık, Erhan.; Adadan, Emine.
The main purpose of this quasi-experimental study was to explore the effectiveness of ―Predict-Observe-Explain instruction coupled with Reflective Journal Writing‖ (POE-RJW) over POE instruction or Traditional Instruction (TI) in terms of improving Grade 10 students‘ conceptual understandings of electricity and magnetism. The subsequent goal of the study was to investigate the effectiveness of the POE-RJW instruction over the POE instruction and the TI in terms of increasing students‘ motivation to learning physics. A total of 135 male Grade 10 students from a high school located in Istanbul were involved in the study. The two of pre-existing classes of the school were randomly assigned as the POE-RJW group, including 39 students; three classes were randomly assigned as the POE group, including 59 students, and the two of them were assigned as the TI group, including 37 students. Three essential data sources were used in the current study: (1) Electricity and Magnetism Conceptual Test (EMCT), which comprised of 20 two-tier questions to assess students‘ conceptual understandings of electricity and magnetism. (2) Physics Motivation Questionnaire (PMQ) which included 22 Likert-type items to assess students‘ motivation to learning physics, and (3) Journal Writing Survey (JWS) to identify the opinions and perceptions of students regarding the act of journal writing. Both EMCT and PMQ were administered before and after a ten-week instruction in three different groups. Quantitative analysis was conducted for EMCT and PMQ. Before the instructions all three groups showed similar conceptual understanding about the concepts of electricity and magnetism, and motivation towards learning physics. After the instructions, the POE-RJW group outperformed the POE and the TI group in terms of understanding the concepts of electricity and magnetism, and motivation to learning physics. The findings of the study showed that ―Predict-Observe-Explain instruction coupled with Reflective Journal Writing‖ (POE-RJW) can be used to promote students' conceptual understanding in science and also to increase their motivation towards learning physics.

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Browsing M.S. Theses by Author "Adadan, Emine."

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