M.S. Theses
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Browsing M.S. Theses by Author "Ardaç, Dilek."
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Item Design and development of a web-based science learning tool with a sample unit on particulate nature of matter(Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2008., 2008.) Er, Neslihan.; Ardaç, Dilek.; Güzel, Buket Yakmacı.The primary aim of this study is design and development of WEBFEN, a web based science learning tool that follows instructional design guidelines and suggestions derived from current practices of constructivist approach and argumentation method in science education. The tool that is developed and implemented by the researcher using Adobe Flash and ASP.net software platforms includes a variety of interactive learning activities compatible with national science curriculum. It includes three main sections which are student activity, teacher monitoring and administration environments. This tool is designed to help students develop conceptual knowledge on selected unit and also gain argument building skill which is noted as an important element of science education in the literature. As students explore the WebFen, they try to find out evidences for their claims and build up argument statements. The tool also provides various monitoring features for teachers. A review of previous research highlighted the significance of and students’ difficulties on the particulate nature of matter subject. These studies also showed the value of multimedia-based representations in helping students to gain particulate understanding of matter. The particulate nature of matter unit was selected as a sample and learning activities are designed for that topic in the context of present study. The study also includes a preliminary effectiveness study with teachers in order to get feedback and carry out revisions for the tool and a pilot study with students to get initial data on the WebFen’s effectiveness and usability. The results of pilot study showed that students had an improved particulate understanding after using WebFen and that the tool was usableItem Design, implementation and evaluation of a learning content management system(Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2006., 2006.) Şimşek, Hüseyin.; Ardaç, Dilek.Learning content management systems (LCMS) are designed to enable subject matter experts to design, to create, to deliver and to measure the result of e-learning courses quickly. LCMS applications offer a scalable platform to deliver proprietary knowledge to individual learners. This study aims to develop and to implement a SCORM compliant LCMS that can be used by educators with varying degrees of background knowledge on educational technologies. Therefore, the study will mainly focus on understanding the usability of the developed system among students at the faculty of education with varying degrees of computer literacy. In order to anticipate usability problems and errors as early as possible in the software development process, two usability studies were conducted, namely beta and validation study. Beta study had been conducted at the late development phase of the system and aimed to test BU-LCMS with target user groups performing representative tasks to ensure able/functional product. The system and data collection tools were also revised according to the results of the beta study. After completing the revisions that beta study results emphasized, a validation study, conducted at the end of the development process, aimed to verify that BU-LCMS meets previously identified users needs. The results of the study indicated significant improvements in mean usability scores from the beta to the validation study, indicating that the assessments and revisions following the beta version were effective in improving the usability needs. Furthermore, in order to show that BU-LCMS could effectively be used by different groups of educators, the mean of usability scores calculated for different groups and results showed that there is not statistically significant difference among groups.Item Development and implementation of a "science center learning kit" designed to improve student outcomes from an informal science setting(Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2008., 2008.) Kısa, Miray Tekkumru.; Ardaç, Dilek.This study was conducted to develop, implement and measure the effectiveness of a science center learning kit (SCLK) designed to facilitate learning outcomes from a science center in İstanbul. The SCLK was developed after careful consideration of the suggestions and cautions raised in the literature. The implementation of SCLK was carried out in Şişli Municipality Science Center in İstanbul. In order to measure the effectiveness of the SCLK the study was implemented in two different kinds of schools (public/private) in İstanbul with two different designs. The effectiveness of SCLK was analyzed by using pre-experimental design (pre-test post-test design) in the public school with the participation of 21 (6th and 7th grade) public school students; and by using quassi-experimental design (pre-test, posttest, control group design) in the private school with the participation of 56 (7th grade) private school students. Data obtained from the public school sample were analyzed to examine changes in students’ conceptual understanding about the concepts in force and motion unit, their personal declarations about their own learning from the visit, and their understanding of the main ideas of selected exhibits. Paired samples t-test analysis indicated no significant differences between pre-test and post-test scores of the students in terms of their conceptual understanding about the concepts in force and motion unit. MOLI scores of the students indicated that they generally had favorable declarations about their own learning. Data from the private school sample were used to examine the differences between students who conducted a visit to the science center with SCLK (experimental group) and without SCLK (control group) in terms of the changes in their conceptual understanding on force and motion, personal declarations about their own learning from the visit and understanding of the main ideas of selected exhibits. Paired samples t-test analysis indicated no significant differences between pre-test and post-test scores of the students in the experimental group in terms of their conceptual understanding about force and motion unit. Repeated measures ANOVA results showed no significant differences between the experimental and the control groups in terms of the changes in their conceptual understanding about force and motion unit. Students in the experimental and control groups were also similar in terms of their personal declarations about their learning from the visit (MOLI scores). When compared to the data obtained from the public school, private school students declared less favorable views concerning their learning from the visit. Answers given to the questions in the Understanding of the Big Ideas Questionnaire were similar in both the public and the private school groups. For both groups results indicated that few students could correctly identify the main ideas in selected exhibit. The results also provided evidence on what students considered to be the most interesting and the most meaningful exhibit in the science center.Item 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.Item The effect of instructional support on learning gains from two simulated laboratory experiments on the relationship between two variables(Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2006., 2006.) Sönmez, Nuray.; Ardaç, Dilek.The present study attempts to understand the effect of additional instructional support in recognizing and recalling the relationships between two variables in two simulated laboratory experiments which include multiple representations. It was carried out with the seventh graders in a public primary school in Istanbul. Pretest-posttest group design was used in this study. 44 seventh grade students were assigned randomly into two groups each consists of 22 students but trying to match the groups according to their sixth class science and math grade means and gender. Both groups were administered a pretest called “Test on Relationships between two Variables” (TR-b2V pretest) and both made the same two simulated experiments on the computer laboratory. However, the supported group (Group S) completed a worksheet given as an additional instructional support during the simulated lab experiments whereas non-supported group (Group NS) worked only with guides included in the simulation environment. Both groups received two post measures. Firstly, Recall of Representation Test (RRT) was administered to assess the degree to which students could recall the representations in the simulation environment. Secondly TR-b2V was administered as a posttest four days after the treatment. Findings indicated a significant difference between pretest and posttest results for all participants. However, no significant difference was found between the Group S and Group NS in terms of learning gains which was calculated by differences of pretest and posttest scores. Worksheets did not result in significant improvements in the performance of Group S according to Group NS. Similarly, the Group S performed not significantly higher than the Group NS in terms of RRT scores although RRT mean of Group S was higher than RRT mean of Group NS. Therefore, the positive effect of the additional instructional support in two simulated lab experiments was inconclusive in terms of learning gains and recalling performance of the seventh graders.Item The effects of problem representation on problem solving performance(Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2005., 2005.) Kılıç, Hülya.; Ardaç, Dilek.Problem representation is considered to be an important tool in understanding and improving problem solving performance. A major implication emerging from studies on problem solving performance is the higher performance levels observed among students who can successfully represent a given problem. The present study examines performance differences among sixth grade students as they try to represent a given set of problems that require the use of external representations for successful solution. The study also questions how differences in problem representation level (poor, average, and good) may contribute to students' understanding and subsequent problem solving performance following instruction on a topic that invests on the use of external representations including Venn diagrams.The results imply that differences in the representation levels of the students can affect problem solving performance and this effect is particularly unfavorable for poor representers in the long run.