M.S. Theses

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A comparison between students' mental models of atomic structure and visulizations in textbooks for the concept of atom
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2012., 2012.) Polat, Zeynep.; Akaygün, Sevil.
This study was designed for two major goals which are to describe students’ mental models about atom concept from 6th to 11th grade and to compare students’ mental models of atomic model with visual representations of atom in textbooks. in order to analyze the comparison of students’ mental models from their drawings and textbook visuals Chisquare analyzes were used. Descriptive statistics were also used to describe students’ mental models and textbook visual representations. The date was collected as qualitatively (Mental Model Atom Test) with 4 open ended questions including also drawings and quantitatively (Evaluation Rubric for Atomic Model Representations). The study was implemented in 2 elementary schools and 3 high schools with 180 students. in addition, 525 visuals from the Ministry of Education textbooks were evaluated in the study. The results indicated that Bohr’s Atomic Model were seen as the most frequent model in both the student’ drawings and textbook atom visuals. The consistency with textbook visuals and students’ drawings were not established statistically because of the 6th grade students and 10th grade students’ drawings. The results obtained by qualitatively can show that motion was not seen frequently in students’ drawings similarly textbooks visuals. Finally, the results stated that students are very stable to draw their previous model even though they can encounter with the new atom model.
An investigation of STEM education researchers’ and middle school teachers’ conceptions of STEM education based on their self efficacy beliefs of STEM education
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2022., 2022) Türkyılmaz Sarıgül, Merve.; Akaygün, Sevil.
This study was designed to investigate STEM education researchers’ and middle school teachers’ conceptions of STEM education based on their self-efficacy beliefs of STEM education. This study is designed as explanatory case design qualitative method study. The participants of this study were 9 STEM education researchers and 9 middle school teachers who were selected based on their self-efficacy beliefs which measured by Teacher Self-Efficacy Scale for STEM Practices (TSESSP). In order to investigate the conception, qualitative data obtained through semi structure interviews were obtained using The STEM Education Conceptualization Level Determination Interview Protocol (SECLDIP). The interviews of the participants were transcribed verbatim and open coded. Based on the results of the analysis, it was concluded that since middle school teachers implement STEM education in their courses, there are certain commonalities in the conceptualization of STEM education between STEM education researchers and middle school teachers. However, STEM education researchers convey theoretical understanding with examples that illustrate the integrated character of STEM education while middle school teachers have a grasp that STEM education is an interdisciplinary activity, and their understanding is limited to classroom practices rather than theoretical components. In addition, it was concluded that for the aspects of nature and scope of integration and implementation, the answers get more problem based with disciplinary integration as the self- efficacy belief increases.
Comparison of the effects of model - based and computer - based instruction on 9th grade studennts' spatial abilities and conceptual understanding of ionic lattice
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2012., 2012.) Yılmaz, Tağmay.; Akaygün, Sevil.
This study was designed for two main purposes. The first one is to develop and carry out two different instructional activities which were computer based modeling and physical modeling for two different treatment groups by switching the treatment order. The second one is to improve the spatial ability and conceptual understanding of ionic lattice structure of students during the 9th grade chemistry lesson. This study was performed using crossover research design where the same group of students with the same teacher received a sequence of different treatments. In order to analyze the effect of computer based modeling with ChemSense and physical modeling with play doughs on the spatial ability and the conceptual understanding of ionic lattice structure, the quantitative data was collected from conveniently selected 43 ninth grade students. Five different instruments were administered to collect the data which were the Purdue Spatial Visualization Test: Rotations, Conceptual Tests, Drawing from Text Tests, Writing from Picture Tests and ChemSense &Physical Models. Three different inferential statistical methods were used for the analysis of data which were paired samples t-test, independent samples t-test and chi square. The results of the analysis indicated that mixing the two modeling tools improved statistically significant the spatial ability and the conceptual understanding of the ionic lattice form pretest to the posttest-2. The results of the study also indicated that regardless of the treatment order, the spatial ability and the conceptual understanding of the both treatment groups promoted statistically significant.
Design and implementation of a nanoscience & nanotechnology workshop: investigating 11th grade students' a wareness and conceptual understanding of nanoscience & nanotechnology
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2012., 2012.) Gököz, Berra Sagun.; Akaygün, Sevil.
The purpose of this study was to develop a nanoscience and nanotechnology workshop (NNW) and determine its effectiveness by examining the change in students’ awareness and conceptual understanding of nanoscience and nanotechnology related concepts. In this study, a mixed-method design was used. The quantitative part of the study included a pre-experimental design (pre-test and post-test design with no control group) and the qualitative part involved interviews, observations and artifacts. The participants for the research were 79 eleventh grade students from two private schools and a public school. Two different classrooms from the public school attended the NNW. Data regarding students’ awareness of nanoscience and nanotechnology were collected through the Nanoscience & Nanotechnology Awareness Questionnaire (NNAQ). Seven items of NNAQ were adapted from Nanotechnology Awareness Instrument developed by Dyehouse et al. (2008). The other items of the NNAQ were added by the researcher. Nanoscience & Nanotechnology Conceptual Understanding Questionnaire (NNCUQ), Workshop Evaluation Questionnaire (NNWEQ) and semi-structured interviews were adapted from the instruments developed by Akaygun (2010a, b). In the study, the NNCUQ was used to measure 11th grade students’ conceptual understanding of nanoscience and nanotechnology related concepts. The NNWEQ was used to assess student feedback and recommendations with regard to the workshop. In order to explore students’ previous knowledge, understanding and expectations from the workshop, semi-structured interviews were conducted. Each one-to-one interview was audio recorded. Quantitative data were analyzed using the one-way ANOVA, paired samples t-test, independent samples t-test and chi-square tests. The interviews were transcribed and the student answers were coded. The results of the analysis indicated that attending the workshop increased the students’ awareness and conceptual understanding of nanoscience and nanotechnology.
Effect of using different instructional methods to teach geometry topics on fifth grade students' spatial ability and geometry achievement
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2019., 2019.) Sarılıcan, Ayşegül Sanem.; Akaygün, Sevil.
The aim of this study is to investigate the eﬀects of diﬀerent instructional meth ods (technology-based, hands-on and blended instruction) to teach geometry topics on ﬁfth grade students’ spatial ability and geometry achievement. The study was conducted by using quasi-experimental pretest-posttest design. The participants of this study consisted of 57 ﬁfth grade students from three classes in a private middle school in Istanbul. Each class received one of the following methods for twenty class hours: technology-based (n=20), hands-on (n=20) and blended (n=17) instruction. In technology-based instruction, students used various geometry applications from com puters and computer tablets whereas students in hands-on instruction used concrete manipulatives. The blended instruction group used both technological and hands-on materials equally during the study. The Purdue Visualization of Rotations (ROT) Test and Diﬀerential Aptitude Test: Space Relations (DAT:SR) were used to evaluate students’ spatial ability. In order to measure students’ geometry achievement, Ge ometry Achievement Test (GAT) was developed by the researcher. The data collected from each pretest and posttest was analyzed by the nonparametric Kruskal-Wallis Test. The result of the ROT indicated a statistically signiﬁcant diﬀerence in students’ spa tial ability among the groups. Three of the instructional methods improved students’ spatial ability. However, technology-based instruction and blended instruction had sig niﬁcantly more eﬀect when compared to hands-on instruction. Furthermore, students improved their geometry achievement signiﬁcantly in each group after the treatment.
Exploring high school teachers' and students' experiences in the development of interactive exhibits on nanotechnology applications integrating responsible research and innovation: Practical approaches, challenges and benefits
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2018., 2018.) Açıkel, Büşra.; Akaygün, Sevil.
The present study was designed to explore the knowledge and experiences of a group of high school teachers and students about exhibitions, interactive and science exhibitions before and after the development and exhibiting of interactive science exhibit on nanotechnology applications integrating Responsible Research and Innovation (RRI), their practical approaches in the process, challenges they faced in the process, and benefits they obtained from the process. The data from 3 high school chemistry teachers and 13 high school students were collected through the pre and post interviews, video recordings of the school club periods and meetings held by the teachers, weekly logs filled by the participants, field notes and the exhibits developed by the students. First, the results of the content analysis indicated that there was a remarkable improvement in the participants’ understandings of exhibition, interactive exhibitions and science exhibitions especially in terms of roles of exhibition, the types and benefits of interaction and methods used. Secondly, the researcher identified many common and different practical approaches taken by the participants during the process and classified them under themes depending on different phases of the process like Practical Approaches in Planning of Exhibit, and into sub-themes basing on a certain aspect or task such as Practical Approaches in Making Exhibits Interactive. Thirdly, the analysis revealed some challenges the participants confronted with in the process, which were categorized under 6 themes building on challenges in different stages of the process like Challenges in the Stage of Production of Exhibits, and into 11 sub-themes referring challenges in specific task or facet of the process such as Challenges in Integration of RRI. Finally, the benefits identified were sorted into 5 themes such as Increase in Awareness and Motivation, and into 19 sub-themes like Doing Self-reflection and Self-evaluation. Different as well as common challenges and benefits identified for the participants are explained, discussed and exemplified under different sections regarding the teachers and students.
Exploring preservice science teachers’ progression on designing simulation-enhanced inquiry-based lesson for asynchronous learning environments
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2022., 2022) Özergun, Ilgım.; Akaygün, Sevil.
The aim of this study was to explore preservice science teachers’ progression on designing simulation-enhanced inquiry-based lesson for asynchronous learning environments. A module entitled Simulation-enhanced Inquiry-based Asynchronous Environ ment, (SIMINA) was developed and implemented to explore progression through lesson plans, teaching video recordings, feedbacks, and reflections. In this phenomenographic study, the data were collected from ten preservice science teachers through pre- and post-interviews, lesson plans, teaching video recordings, feedbacks, reflections, and the researcher’s field notes. Preservice science teachers’ descriptions of lesson plan, 5E instructional model, inquiry-based science education, simulations, and asynchronous learning environments identified by the emerged categories; purpose, tool (resource), process, learning and assessment, aspect, communication, technical, and learning en vironment. Besides, in the post-descriptions, simulations and inquiry-based science education were found to be integrated more into asynchronous learning environments. The analysis of progression revealed that while the most progression observed in asyn chronous learning environments, the least progression was observed in inquiry-based science education. According to the preservice science teachers, instructor’s feedbacks were more e↵ective in progressing lesson compared to peer feedbacks. Further, the na ture and frequency of high-level of reflective thinking indicators increased continuously. Overall, this study has implications for the simulation-enhanced inquiry-based lessons for asynchronous learning environments through feedbacks and reflections.
Investigating preservice chemistry teachers' eye movements while working with macroscopic, symbolic and submicroscopic level of representations for chemical equilibrium
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2019., 2019.) Korkmaz Yavuz, Şule.; Akaygün, Sevil.
The aim of current study is to analyze the eye movements of preservice chem istry teachers according to their experience in multiple representations. In this respect a CEV, which visualizes the chemical equilibrium at three representational levels simul taneously, was demonstrated and then a screen test was applied about it. Preservice chemistry teachers were divided into two groups: the ﬁrst group (called PCT1, N=18) got trained about multiple representations before the study, whereas the other group (called PCT0, N=22) did not. In order to achieve the aim of this study mixed method design was conducted. The mean scores of CEV Pretest and Posttest were analyzed with Wilcoxon Signed-Rank Test and it revealed that CEV is eﬀective on improving the preservice chemistry teachers? ability of representing the chemical equilibrium at the macroscopic and submicroscopic level (p < .001). Chi-Square Test for Indepen dence was used to investigate the relation between the mostly referred representation level on the screen and the experience in multiple representations and no statistically signiﬁcance (p = .534) was found. Additionally, Mann Whitney U Test was applied to examine the correlation between the preservice chemistry teachers’ experience in multiple representations and the kind and number of saccades on the screen. The re sult of analysis indicated that PCT1 made more transitions between the symbolic and submicroscopic representations (p < .05). Lastly, Chi-Square Test for Independence demonstrated that the preservice chemistry teachers’ saccades among the representa tional levels and their verbal explanations were aligned (p > .05).
Investigation of self-regulated learning (SRL) strategies used by gifted students while learning science
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2019., 2019.) Koçoğlu, Merve.; Akaygün, Sevil.
In this study, a group of students who were identified as gifted were investigated to have a deeper understanding of their self-regulated learning skills. 32 gifted students were investigated while they were trying to learn two scientifıc concepts by watching two video elips. Qualitative data were obtained by interviews and open-ended questions which requires written responses and drawings. Also, students' notes and drawings that they have taken while watching videos were analyzed. Qualitative data showed that mostly stated cognitive strategies were low level strategies such as rehearsal and content reproduction strategies and mostly stated metacognitjve strategies were monitoring and self-evaluation. Quantitative data was obtained from Metacognitive Awareness lnventory (Karakelle and Saraç, 2007) and by scoring students' responses to interviews and open-ended questions. Quantitative analysis results showed that no correlations were found between students' MAI scores and post-test content knowledge for both of the science videos. Also, none of the self-regulated groups differed in terms of increase in the content knowledge scores. Correlations were obtained between metacognitive skills and students' science goals, searching for new informational resources, having a systematic studying habits and regular scheduled studying habits.
Pre-service science teachers’ experiences of computer simulatıon and virtual reality application describing atoms and molecules and their combined effects on representational competence skills
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2023., 2023) Erkoca, Öznur.; Akaygün, Sevil.
This qualitative case study investigated the combined effects of computer simulations and virtual reality applications on pre- service science teachers’ representational competence skills. A workshop which consisted of three consecutive sessions was designed to investigate the purpose of the study. The following questions guided the study: (1) What are the effects of using computer simulations on pre-service science teachers’ representational competence skills? (2) What are the combined effects of using computer simulations and virtual reality applications on pre-service science teachers’ representational competence skills? (3) What are the experiences of pre-service science teachers using computer simulation in describing atoms and molecules? (4) What are the experiences of pre-service science teachers using virtual reality applications in describing atoms and molecules? The study utilized the set of skills determined by Kozma and Russell (2005) as representational competence skills and sample included five third year and five fourth year pre-service science teachers in Turkey. Pre-tests, post-tests, and semi-structured interviews were used as data collection instruments, and thematic analysis was applied to analyze data. Strengths and weaknesses of computer simulations and virtual reality applications were revealed in this study. The findings highlighted that representational competence skills could be improved from first level to fifth level by both technological tools: computer simulations and virtual reality applications.
The effect of working with IPAD applications including macroscopic and submicroscopic level representations in different orders on students' conceptual understanding of gas laws
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2015., 2015.) Tarsan, Nurseda.; Akaygün, Sevil.
The aim of this study was to investigate the effect of implementing macroscopic and submicroscopic level instructional activities in different order on conceptual understanding of Gas Laws in the 9th grade chemistry lesson by using iPads. The participants of the study were 44 ninth grade students studying at a private high school in Istanbul. In the beginning of the study, the participants were divided into two groups: first group (called MaMi, N=22) started with the macroscopic level activities, then continue with the submicroscopic level, whereas the other group (called MiMa, N=22) worked on the same activities in reverse order. The instrument used in this study was Gas Concept Test (GCT), which consisted of questions including only macroscopic, only submicroscopic and both types of representations. The GCT which was found to be valid and reliable (α=.777) was given before and after the implementation. In addition, during the implementation students filled in worksheets, and participated in the semi-structured interviews. The implementation was composed of two classroom activities, including iPad applications, “Gas Laws HD Lite” and “iGasLaw” accompanied with worksheets. The total scores of GCT-Pre and GCT-Posttests were compared by using parametric tests, namely, Independent Samples t-test and Paired Samples t-test. The analysis of results showed that both groups improved significantly (p=.000) from GCT-Pre- to GCT-Post; however no statistically significant difference (p=.243) was found in the total scores of GCT-Post between the groups. When groups’ scores in answering macroscopic level questions from GCT-Pre to GCT-Posttest were analyzed by using non-parametric test, Wilcoxon Signed Ranks test, MaMi was found to perform significantly better (p=.003) in this type questions than MiMa did. In the worksheet analysis, no statistically significant (p=.378) difference was found. The findings from the interviews revealed student misconceptions regarding behavior of gas particles such as molecular size differs as temperature changes, and gas molecules stick together when temperature decreases.
The effects of project-based learning on environmental literacy
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2019., 2019.) Karayol, Sevgi Aslıhan.; Akaygün, Sevil.
The aim of the present study was to explore the effects of project-based learning on 9th grade students’ environmental literacy and science process skills. Environmental literacy is the key to protect environment and find solutions to environmental problems. The sample of this study was 78 students from a vocational and technical high school for girls. One of the classes was randomly assigned as experimental group (called Group PB, N=40) and taught the topic 'environmental problems’ through project-based learning method. They worked in groups to develop their own projects using scientific method and science process skills for an environmental problem they chose. The other group (called Group TC, N=38) learned about the same topic with teacher-centered instructional method. The two teaching methods were implemented by the researcher. The data collection tools utilized for the study were Environmental Literacy Test (ELT) that consisted of three parts, namely, knowledge, attitude, behaviour, and Science Process Skills Test (SPST). Both tests were given before and after the treatments and semi-structured interviews were conducted with eight students from each class. According to the analysis of ELT-Pre, ELT-Post, SPST-Pre and SPST-Post, it was found that Group TC improved their scores in environmental knowledge and attitude components of environmental literacy, but Group PB improved their scores in all the components (environmental knowledge, environmental attitude, and environmental behavior) of environmental literacy and science process skills. According to the comparison of the Post-tests, Group PB students performed better than Group TC students in all tests. In the interviews, Group PB students mentioned many themes and codes that belong to environmental literacy components and science process skills, which indicated that they developed a more enriched point of view than Group TC students. Furthermore, Group PB students gained lots of social skills such as selfconfidence, group work, loving lessons, etc. as a result of project-based learning.

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