M.A. Theses

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The education of gifted K-8 students in Turkey: policy analysis and program evaluation
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2012., 2012.) Mammadov, Sakhavat.; Gök, Fatma.
This study intended to examine two major issues related to the education of gifted K- 8 students in Turkey. The first purpose of this study was to examine the existing policies and their elements regarding the education of gifted K-8 students. The second purpose was to conduct a program evaluation of K-8 Gifted Education Program to address how well the elementary schools with gifted programs respond to the needs of gifted students. The first purpose is carried out through content analysis of publicly available policy documents. The second purpose is fulfilled through case examples of three elementary schools educating gifted students. Two private and one public schools with gifted programs were included in the case. The Classroom Observation Scale (COS) was theinstrument used for classroom observation data collection. In addition, interviews were conducted with teachers and administrators. The findings of this study revealed there is a serious dearth of documented evidence regarding the education policy on gifted students and their schooling in Turkey. The study also revealed the lack of coherence in gifted education policy including definition, identification and placement concerns, and teacher training and personnel preparation. Data collected based on program evaluation provided considerable evidence on the strengths and weaknesses of gifted programs in a public and private schools. Besides some important strength in gifted programs, program evaluation revealed that there are issues of concern such as the lack of well-defined and implemented effective curriculum, weaknesses in instructional strategies and curriculum modification to respond academic needs of gifted learners, and the problems in parent involvement and necessary funding allocation specific to public school. This study will contribute to the body of knowledge related to the policy analysis and evaluation of gifted education programs in Turkey.
Examining early predictors of number sense among first graders
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2013., 2013.) Aşık, Merve.; Babür, Fatma Nalan.
The aim of the study was to examine the roles of arithmetic performance, reading and the cognitive correlates of mathematics learning as working memory, rapid automatized naming (RAN) and processing speed on number sense, which is defined as the core of numerical cognition. Participants were 142 first grade students from a total of 17 state and private primary schools. To see the interrelationships among number sense and the other variables aforementioned, correlation analysis was conducted. Correlation analysis indicated that all the variables significantly correlated to each other except RAN and memory measures. To investigate how each variable accounts for the variance of number sense, multiple regression analysis was run. Regression analyses indicated that arithmetic performance, memory for words and reading comprehension accounted for significant variance in number sense. This study also aimed to describe the distinguishing features of first graders who have good (GNS), average (ANS), and poor number sense scores (PNS) in terms of the variables. Analysis of variance (ANOVA) and Kruskal-Wallis tests were conducted to compare the mean differences between the groups. Results showed that PNS group significantly differed from the GNS group on all the measures. The PNS group was significantly lower than the ANS on arithmetic performance, memory for words, RAN, and reading comprehension. The ANS significantly differed from the GNS on all the measures except RAN and reading comprehension. However, further research is needed to replicate this study in a longitudinal fashion.
A collective case study to understand the whys and wherefores of not using technology in mathematics education
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2014., 2014.) Eren, Mehmet.; Özel, Serkan.
The purpose of this study was to investigate the barriers of technology integration in primary mathematics education. To determine the barriers, three different themes were used: (a) teachers’ definition of self in integration efforts, (b) the relationship between technology and pedagogy in teachers’ perspectives, and (c) teachers’ understanding of the nature of technology in today’s world. Convenience sampling method was used to select six primary mathematics teachers. A multiple case study design consisting of six distinct cases was used as the methodology. An adapted semi-structured interview was used as the instrument. To make comparisons within and across cases, results were stated under two main headings: Within case analysis and cross case analysis. The data, first of all, revealed that the access barrier to the available sources is prominent in all cases. Secondly, considering pedagogical concerns, the motivation of the students and the pace of the lessons are the points on which technology integration has the greatest impact. Professional development was another barrier participants had a consensus on. In this respect, the participants proposed a ten-stage plan to educate teachers in terms of technology integration. Lastly, but most importantly, it was proposed that technology itself in today’s world can appear as the next barrier.
A study for profiling mathematics teachers regarding factors affecting promotion of students metacognition
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2014., 2014.) Şeker, Vuslat.; Ader, Engin.
The main objective of this study was to describe mathematics teachers’ profiles on factors affecting their promotion of students’ metacognition through developing profiling tools. In the light of this aim, four factors from the Framework for Analysing Mathematics Teaching for the Advancement of Metacognition -FAMTAM- (Ader,2009) were used. The factors were (1) teachers’ conceptualization of metacognition, (2) teachers’ perceptions of students’ features and needs, (3) distribution of mathematical authority in the classroom and (4) the external pressure perceived by teachers. The Teachers’ Conceptualization of Metacognition Scale, the Teachers’ Perceptions of Students’ Features and Needs Scale, the Distribution of Mathematical Authority Scale and the External Pressure Perceived by Teachers Scale were developed to reach the aim of the study. The sample consisted of 314 middle and secondary school mathematics teachers. In this study, descriptive, correlational and causal comparative research designs were used. Descriptive statistics were done to explain mathematics teachers’ current thoughts on four factors. Correlational analyses were done to investigate the relationships between four factors. Group comparisons based on gender, age, education level, years of experience, teaching level and school types were examined. The results showed that most mathematics teachers conceptualized metacognition in accordance with the commonly accepted conceptualizations in the literature. They were aware of students’ features and needs. They supported a learning environment where mathematical authority was exercised by students. However, they perceived high external pressure from various factors influencing their promotion of students’ metacognition. Moreover, significant gender differences were observed on teachers’ claims about their distribution of mathematical authority, perceived external pressure and conceptualization of metacognition in favor of female teachers. Significant differences according to age and years of experience were observed only on teachers’ distribution of mathematical authority in favor of teachers with 20-29 age group and 1-5 years of experience respectively. There were also significant differences on distribution of mathematical authority and perceived external pressure according to teachers’ educational background. Teachers with a master’s degree supported the distribution of mathematical authority more and perceived less external pressure than teachers with a bachelor degree. In addition, significant teaching level differences were found on each factor in favor of middle school mathematics teachers. Lastly, perceived external pressure and teachers’ conceptualization of metacognition also significantly differed on school types. Teachers working at a public school perceived higher external pressure and their conceptualization of metacognition’s scores were lower than teachers working at a private school. Implications of the findings and potential ways forward for making better sense of teachers’ considerations for promoting metacognition are discussed.
An examination of fifth and sixth grade students’ proportional reasoning
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2014., 2014.) Atabaş, Şebnem.; Öner, Diler.
The aim of the study was to investigate 5th and 6th grade students’ understanding of proportional and non-proportional situations. The study also looks at reasons of erroneous solutions in proportional and non-proportional problems depending on the type of numbers used in the problems as integer ratio or non-integer ratio. Data collection instrument was a 12-item test that included four types of word problems, additive, constant, proportional comparison (PC), and proportional missing-value (PM), each with an integer and non-integer ratio. One hundred and twenty 5th and 101 6th grade students in a private school participated in the study. 5th and 6th grade students solved proportional and non-proportional situational problems with different success rates. In detail, constant problems were solved with the lowest success rate, while proportional missing-value problems with the highest success rate in both grades. When the use of erroneous strategies was calculated in percentages, the tendency to overuse proportional strategy in non-proportional situations was observed in both grade levels. The study also examined number effect on students’ success rate in proportional and non-proportional situations. The analysis showed that, fifth grade students’ success rates in integer and non-integer numbered problems were significantly different in only additive problems. However, in the 6th grade the success rates differed significantly in additive and PC problems. Additionally, 5th grade students’ choice of the methods significantly differed depending on the number change in only additive problems, while 6th grade students’ choice of the strategies significantly differed in constant and PC problems. In constant problems when problems included integer ratios 5th and 6th grade students tended to use proportional methods, and when problems included non-integer ratios they tended to prefer additive methods. Use of “other” method in the 5th grade also increased significantly by the number change in the problems. In additive problems, when numbers changed from integer ratio to non-integer ratio, there was a significant difference in the overuse of proportional methods. However, the expected difference in the overuse of additive strategies in proportional problems when numbers form non-integer ratios was not observed. Qualitative findings revealed two important points. One of these points was students’ understanding about “building-up” strategy. One another point was students’ decision of the solution strategy without a full understanding of the problem. Frequently, students had a tendency to rely their solution strategy on the relation between numbers in the problems. Besides, students’ difficulty in explaining their way of thinking, and students’ beliefs about mathematical problems supported their insufficient understanding of the problem.
A case study in an early childhood setting: science teaching practices and teacher perspectives
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2014., 2014.) Çeviren, Ayşe Büşra.; Güven, Devrim.
The purpose of this study was to describe science teaching practices and teacher’s perspective on science education in an early childhood classroom and draw a picture of early childhood teachers’ perspectives and practices at the setting on science education through a holistic view. Considering the purpose of the study descriptive case study method was employed in the study. Data were collected through lengthy observations at the early childhood classroom, which consisted of four years old children, and in-depth interviews done with seven early childhood teachers, who had experiences with four or five years old children. The data collected through observations, informal and semi-structured interviews, documents and field notes were coded in MAXQDA 11 and the themes of the study were constructed under two main themes: teacher practices and teacher perspectives. Practices of the teachers revealed that although engagement and conclusion periods of science activities were performed through active involvement of children, implementation periods involved considerable amount of teacher control. Demonstrations, explanations, authoritative question-answer session and video presentations were found to be the predominant strategies that result in teacher control. Perspectives of teachers revealed three possible considerations for this situation: lack of understanding on science education; lack of understanding on importance and goals of science education; and lack of content knowledge on science. Moreover, considerations of teachers for qualified science practices were found as being well prepared, providing science rich environments, teachers’ attitude towards science, and having children enjoy. Finally, suggestions for pre-service and in-service teacher training programs were given.
Comparing the effect of dynamic and static visualizations on eighth grade students understanding of plate tectonics and earthquake concepts
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2013., 2014.) Sökmen, Ali.; Güven, Devrim.
The purpose of this study is to investigate whether static or dynamic visualizations are more effective on students’ understanding. It compares instruction with static visualizations and instruction with dynamic visualizations which is designed to help teach plate tectonics and earthquake concepts to 8th grade students. A quasi-experimental design is implemented to 42 eighth grade students (control n=22, experimental n=20) in a public primary school in İstanbul. The experimental group received instruction with dynamic animations (animations) while the control group studied the same material with static pictures of the same animations. Student learning was investigated by the quantitative analysis of test measuring conceptual understanding and qualitative analysis of the classroom discourse. Wilcoxon Signed Ranks Test analysis shows that there is a statistical significance between pretest and posttest scores of the students in control and the experimental group. However, Mann-Whitney U Test result shows that there is no difference between the different types of visualizations with respect to students learning. Although there is no significant difference between two groups, qualitative analysis reveals that students in experimental group are more participant and ask more and complex questions during the classroom conversations.
A woman coordinator in an early childhood education center: a case study on defining leadership based on feminine perspective
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2014., 2014.) Seven, Yağmur.; Göl-Güven, Mine.
The purpose of this study is to understand how a woman coordinator in an early childhood education center defines the concept of leadership by describing her roles and responsibilities. Considering the purpose, a descriptive case study was used as a research method. Data were collected through an in-depth semi-structured interview, detailed observations, field notes, and audio taped voice recordings of conversations, mostly with the coordinator. Data were coded under the two main categories that are: knowledge as power and relationship. There were two sub-categories under the category of relationship: web of inclusion and life balance. Catalytic leadership, distributed leadership, and adaptive work constituted the main category of knowledge as power. In a relationship with the current leadership theories, expert and legitimate power sources were determined in the leadership style of the case. Moreover, determination to present masculine and feminine types of leadership was linked with the people she interacted with and the situation she was in. Despite attempts to distribute responsibilities and tasks in the early childhood center, the power distribution among stakeholders could not be sustained by the coordinator.
An analysis of the earth science chapter in the official Turkish fifth grade science textbook revised in 2013
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2014., 2014.) Mısır, Muhammet Emin.; Muğaloğlu, Ebru Zeynep.; Dal, Burçkin.
Earth science education aims not only improvement of scientific literacy but also teaching domain specific characters of earth science. Textbooks have important roles in earth science education. The purpose of the study was to analyze the earth science chapter of the 5th grade science textbook in Turkey in terms of earth science literacy (ESL) and science literacy (SL). In this study, quantitative analysis method was used. SL framework consists of four main themes; science as a body of knowledge, science as a way of investigating, science as a way of thinking and the interaction among science, technology, and society”. Moreover, ESL framework involves six themes which are geological time, spatial thinking, holistic system thinking, fieldwork, knowledge of earth science and earth science, technology and society. The SL framework was retrieved from the science education literature. The ESL framework was developed by the researcher based on the earth science literature. The data analyzed in accordance with frameworks of SL and ESL by two independent researchers. The results showed that the “fieldwork” theme of ESL was most emphasized in the earth science chapter. Moreover, it was found that some of the domain characteristics of earth science education such as geological time, spatial thinking, holistic system thinking were inadequately emphasized. The results also indicated that “science as a body of knowledge” theme was the most emphasized whereas the “scientific thinking” theme was not emphasized adequately. This study will be one of the guides about science textbooks for textbook preparation commission, science educators and teachers.
Pre-service mathematics teachers TPACK development in a computer-assisted mathematics instruction course
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2014., 2014.) Erdoğan, Nazmi.; Ader, Engin.
In Turkey there is a policy to integrate technology into education. Classrooms have been equipped with interactive white boards, internet networks, and tablet computers. In this process, it is essential for pre-service teachers to know how to use technology for educational purposes. The aim of this thesis is to investigate pre-service mathematics teachers‟ technological, pedagogical, and content knowledge (TPACK) development in a computer assisted mathematics course. The need to train pre-service teachers as capable of using technology for teaching makes this research important. This research was based on collection and analysis of both quantitative and qualitative data. Qualitative part of this research was a case study. Quantitative data were collected from 29 pre-service teachers with a TPACK Survey. Qualitative data were collected from 6 pre-service teachers by interviewing and observing throughout the course. Findings from this research show that it is possible for a university course to develop pre-service teachers‟ TPACK and this development is related to given technology, various personal factors of pre-service teachers, group work among them, and the structure of the course. This thesis presents recommendations regarding content specific technology related courses and collaboration among pre-service teachers in these courses in order to support their TPACK development.
A comparative analysis of noticing of mathematics teachers with varying teaching experience
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2014., 2014.) Erdik, Evrim.; Ader, Engin.
Teachers’ noticing refers to attending to classroom events and interpreting why those events are worth noticing. Noticing is regarded as an essential component of teaching expertise. The purpose of present study is to investigate what mathematics teachers with different years of experience notice, and differences and similarities between the teachers in terms of noticing. 15 participant mathematics teachers were purposefully selected and divided into three groups as, inexperienced, less experienced and experienced teachers, according to their teaching experience. Quantitative and qualitative tools were used to analyze the data. Chi square tests were conducted to examine whether noticing of teachers with varying teaching experience significantly differed from each other. A coding schema which assigned actor, topic, stance and specificity to a specific event was used. Results showed that there were statistically significant differences between teacher groups in terms of their noticing about the actor and topic of the noticed incident and the stance they adopted. Statistically significant differences were especially between the experienced teachers and the inexperienced teachers. Moreover, there were qualitative differences and similarities between them on what they noticed and how they analyzed the events that they noticed. Implications of the findings for teachers and teacher educators were apparent.
The relationship among metacognitive knowledge, metacognitive calibration accuracy and mathematical problem solving performance
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2015., 2015.) Başol, Birce.; Ader, Engin.
The purpose of this research was to investigate relationships among metacognitive knowledge, metacognitive calibration accuracy and mathematical problem solving performance. In order to measure metacognition more holistically, metacognitive knowledge and metacognitive calibration (both prospective and retrospective) were taken into consideration together. Mathematical problem solving performance was assessed through three mathematical word problems. In the analyses, judgment bias and different levels of performance of students were taken into consideration. There were 200 participants in the study obtained from seventh grade students from public (N=90) and private (N=110) schools. The convenient sampling method was used in the data collection process of the study. Results demonstrated a significant relationship between prospective and retrospective monitoring accuracy. Another significant relationship was found between problem solving performance and metacognitive monitoring calibration. In terms of judgment bias, students tended to be overconfident in their prospective judgments compared to retrospective ones. Moreover, there is a significant difference between overconfident and underconfident students' performances. High performers tend to be underconfident while low performers are generally overconfident. Lastly, metacognitive knowledge was a differentiating factor for low performers in prospective judgments not in retrospective judgments.
Preschool-aged children’s media use and its relationship to their prosocial and aggressive behavior
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2015., 2015.) İnanlı, Seçil.; Metindoğan, Ayşegül.
The first aim of the study was to have a descriptive data about what preschool children watched and played on the screens including the amount of time they spent for media use, and in which context they consumed media. The second aim of the study was to see if there was a relationship between the duration and the content of media that children used and their prosocial and aggressive behavior. Lastly, the goal of the present study was to explore if children’s time spent for developmentally enriching activities increase or decrease with their time spent for media use. Parents of 52 children aged between 4 and 6 reported their children’s media use on a media diary throughout a weekend and the teachers of the children assessed children’s prosocial and aggressive behavior. The results showed that the aggressive behavior of the children increased as their time spent for playing video games increased. As expected, the time they spent for engaging developmentally enriching activities decreased as the time they spent for playing video games increased. The children’s time spent for media use also increased with their age. The study contributed to the child media literature by considering various factors, such as duration, content, and context, to understand the media use of young children and its relationship to their social behavior among urban Turkish children.
The effect of mathematics online review sessions through a webcast system on fifth-grade students’ mathematics achievement
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2015., 2015.) Sülün Taş, Aysun.; Özel, Serkan.
The present study investigated the effect of mathematics review webcasts on students' mathematics performance depending on the type of webcast access and use (no access, access but not use, access with moderate use, and access with extensive use) controlling for differences in the mathematics background. Moreover, (a) the relationship between students’ webcast use and their mathematics attitudes, (b) students’ perceptions of webcasts for their learning, and (c) students’ habits for using webcast system were examined. A purposive sample of 110 fifth-grade students was recruited from two middle schools which were using interactive white boards (IWB) in mathematics classes. This quasi-experimental research design employed seven instruments. Results indicated the following four major findings. First, planned comparisons ANCOVA results showed that there is a statistically significant difference between no access and access groups on their mathematics performance (p < .005). Next, there was a statistically significant positive correlation between webcast use and mathematics attitude, (r (56) = .326, p = .014). Third, students with webcast access reported that they found mathematics webcast system beneficial, engaging, and easy to use and they generally used mathematics webcasts for review, exam preparation, studying homework, and making up missing lessons. Last, students generally used watched more webcasts after mathematics classes, before mathematics exams and after motivational tools.
The relationship between teachers’ power perception, teachers’ perception of child, and child-teacher interaction
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2016., 2016.) Cabi, Nehir.; Göl-Güven, Mine.
The main purpose of this study was to analyze the teachers’ perceptions of child, power and their interactions with children. The issues of power, discipline, authority, and the concepts of school, teacher and child were used to examine teachers’ comprehensions of the culture of power in classroom. The sample of the study was four female primary school teachers in a public school in Istanbul, Turkey. The results showed that there was a relational sphere between power and child perceptions of the teachers. The teachers’ perceptions of authority and discipline embedded to the conceptions of child and school context. The teachers’ perceptions of authority and discipline embedded to the conceptions of child and school context. In addition to this, teachers’ child and power perceptions reflected to teacher-child relationship as a shortcut of and nonverbal communication in classroom. Findings suggest that teachers’ explanations about power and child concepts are fed each other by the same concern that is the anxiety of losing their control of power over children. The findings of the current study provide to analyze the internalization and externalization process of power, child and their effects on teacher-child interaction in educational arena.
Preservice mathematics teachers solving word problems: visual-spatial abilities, use of representations, and types of mathematical thinking
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2016., 2016.) Olgun, Beyza.; Ader, Engin.
The main purpose of this study was to examine preservice teachers’ types of mathematical thinking, use of visual-spatial representations, visual-spatial abilities, and mathematical problem solving performances and to investigate the relationships between these variables. The sample of the study consisted of 113 preservice mathematics teachers in a private and four public universities in Istanbul and Ankara. In order to investigate the research questions two instruments were used. Firstly, preservice teachers’ types of mathematical thinking were determined. Although problem solving performances were similar for each type of mathematical thinking, preservice teachers who adopted harmonic and geometric types of mathematical thinking preferred to use schematic representations more than analytic thinkers in their problem solving processes. Use of visual-spatial representations was related with problem solving performance and schematic representations were associated more strongly with correct solutions in comparison with pictorial representations. The participants’ visual-spatial abilities had a significant relationship only with their use of schematic representations. The findings provided an insight about preservice teachers’ preferences for visual approach and their implications for teacher education programs. Preservice teachers should have an opportunity to learn how a schematic representation can be created and teacher education programs should include visual approaches with consideration of their efficacies.
Pre-service teachers’ plausibility perceptions of global climate change: The role of cognitive, behavioral and personal variables
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2016., 2016.) Ceylan, Gaye Defne.; Muğaloğlu, Ebru Zeynep.
The main purpose of this study was to examine the role of cognitive, behavioral and personal variables on pre-service teachers’ plausibility perceptions of global climate change. The sample of the study was 199 senior pre-service teachers in a public university in Turkey. Five instruments were used to investigate the research questions. Firstly, the participants’ plausibility perceptions of global climate change were investigated. Participants mostly found the items on evidence supporting the human link to global climate change and predictions about future impacts highly plausible. Secondly, the participants’ understanding of global climate change was explored. Although the majority of the participants had an understanding of the human influence on the current climate change and some of the consequences that humans are going to face, the majority of the participants had some misconceptions. Thirdly, correlational analysis showed that there was a significant positive relationship between the participants’ understanding and plausibility perceptions of global climate change. Lastly, the role of cognitive, behavioral and personal variables on plausibility was examined. The results revealed that understanding, degree of willingness to act and need for closure were predictors of plausibility perceptions of global climate change. In particular, understanding had the largest contribution in explaining the variance in plausibility perceptions of the participants. The findings of the current study provide insights for teacher education programs on climate change education.
Factors associated with school readiness in Turkey
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2017., 2017.) Özgünlü, Merve.; Metindoğan, Ayşegül.
The first aim of the study was to have data about children’s school readiness comprehensively. The second was to have descriptive data about children’s socioeconomic backgrounds. The third aim was to get data about the quality of public early childhood education classrooms. The final aim was to determine the factors associated with children’s school readiness and the relationships between those factors. The results showed that children’s age, gender, length of experience in formal early childhood education and the quality of interactions in early childhood education classrooms were the strongest predictors of children’s readiness for school. Older children, female children, children who had longer experience in formal early childhood education, and children who were in classrooms which had better interactions quality between the class teachers and the children were more likely to show more readiness for school. There were significant positive relations between parents’ socioeconomic factors (educational status and the total monthly income) and the quality of early childhood education classrooms (in terms of physical environment and social-emotional climate of the classroom). The study contributed to the early childhood education literature by identifying the factors related to children, parents, teachers and the quality of early childhood education classrooms in order to understand factors associated with children’s school readiness. There is a need for further research in Turkey that defines and investigates school readiness from a multidimensional perspective and particularly including socioeconomic factors of family and quality of early childhood education.
Using a model-evidence link diagram to explore nuclear energy: The effects on seventh graders’ risk perception and understanding of the issues
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2017., 2017.) Can, Şükrüye Nazlı.; Muğaloğlu, Ebru Zeynep.
purpose of the study was to investigate whether teaching about nuclear energy with an evidence-based approach provides a significant change in seventh graders’ risk perception and understanding of nuclear energy, their argumentation quality and their decisions about the construction of nuclear power plants in Turkey. The participants of the study were 110 seventh graders in a public school in Istanbul. It was a quasi-experimental study. The control group engaged in the traditional interactive lecture. Experimental group 1 was taught by evidence-based lecture and experimental group 2 engaged in evidence-based activities, including the Model Evidence Link Diagram. Three different instruments were applied as pre- and posttests. It was found that the students' understanding of nuclear energy changed significantly in all groups, but benefit and risk perception and argumentation quality changed significantly only in group 2. When the scores of all groups were compared, there was a significant difference between the control and group 2 in terms of benefit and risk perception, understanding of nuclear energy and argumentation quality. Finally, the results of a chi-square test showed that regarding the acceptance of nuclear power plant in Turkey, the increase in group 1 and the decrease in group 2 were significant. The results of the study support that evidence-based activity as a better method of delivery than an interactive lecture in terms of improving understanding of nuclear energy, benefit and risk perception and argumentation quality.
Teacher engagement in online professional development follow-up: The role of the workplace and ICT familiarity
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2017., 2017.) Güneş, Canan.; Özel, Serkan.
The aim of this study is to examine factors that affect primary school teachers’ participation in an online forum that was set as a follow-up support platform of a professional development workshop about Information and Communication Technology (ICT) use in education. A purposeful sample of 89 primary school teachers participated. The study followed a sequential explanatory mixed design with a quantitative initial phase and a qualitative follow-up that allowed expansion and elaboration on the results of the quantitative phase. The quantitative phase was a prediction study that was conducted via logistic regression. The qualitative phase was a phenomenology conducted via content analysis of classroom observation notes and individual interviews that followed a hierarchical focusing method. Quantitative findings revealed that teachers’ perceived workplace conditions and teachers’ prior forum experience predicted online participation significantly, whereas teachers’ attitudes towards ICT use in education, gender, work experience, and computer competence did not significantly predict online participation. The identified key themes that emerged from the data about teachers’ perceptions of the factors that affect online participation were as follows: (a) teachers’ need to use ICT applications introduced in the workshop, (b) teachers’ reactions to ICT-related problems, (c) training for online forum use, (d) others’ posts on the online forum, and (e) lack of time.

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