M.S. Theses

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Gifted underachievers and factors affecting underachievement
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2002., 2002.) Başlantı, Uğur.; Akarsu, Füsun.
The study aims to clarify the relationship between the characteristics of gifted underachievers at the university level and reasons for underachievement. Underachievement among gifted university students regarding their personality characteristics, home and parental variables, teacher and school related factors were examined. The students from Bogazici University in Istanbul, who have already demonstrated their intellectual ability and high academic performance in a selective and external standardized university entrance examination constituted the sample. SAAS-R (School Attitude Assessment Survey-Revised) instrument were administered to 91 underachievers to examine the reasons of underachievement. The instrument employed five sub-scales: Academic self-perceptions, attitudes toward teachers, attitudes toward school, goal valuation and motivation/self-regulation. In addition to an instrument, interviews were made with 30 underachievers to make further explanations and to check the findings obtained from the SAAS-R instrument.Findings indicated that the five sub-scales of the SAAS-R instrument can be used to explain the reasons of underachievement among gifted underachievers at Bogazici University. Among the five sub-scales; motivation seemed to be the most exploratory factor. On the other hand, results from the interview indicated that students' responses were parallel with the findings from the SAAS-R instrument. Recommendations based on the results of the study for the teachers, advisors, counselors, researchers and families are discussed.
Student and parent appraisal of learning management system in a private school
(Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2004., 2004.) Balki, Recep Serdar.; Baykal, Ali.
The main focus of this study was to investigate how students and parents appreciate Learning Management System. ÖBS which can be called a simple LMS application was selected for this study. In the literature review section of the study, use of internet in education, learning management systems, parent involvement and privacy issues have been covered. Favoribility and usability of the system as expressed in the student and parent questionnaires, usability of the system as expressed in the parent questionnaire, ÖBS Records, achievement grade, grade level and gender of the students, computer experience of parents, have been used in statistical analysis. The sample consisted of 279 students and 172 parents from a private primary school. All the data of this study was saved in a CD and this CD was attached to the thesis for the readers who want to make further analysis. The results showed that there were no intercorrelations between access variables. On the other hand the findings also indicated that usability of system by parent was significantly correlated with general point average while favorability of system by student was negatively correlated with general point average. According to the computer experience of parents as expressed by themselves there were no significant differences in access variables. In terms of achievement variables except social science point average, there were significant differences between the achievement levels of high and low groups. There were no significant differences among the grades in terms of access variables except average time spent in ÖBS. Gender of students was not distinctive for ÖBS usage. It was concluded that students and/or parents are ready to use such information systems and if these systems are well designed they can provide further improvements in the field of education.
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.
Students' perceptions of knowing and loving mathematics as reflected from their drawings
(Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2006., 2006.) Ünal, Emine.; Baykal, Ali.
The aim of this study is to clarify the images that the primary school students have of knowing/not knowing and loving/not loving mathematics as reflected from their drawings. Draw-A-Man Test-DAM (Goodenough, 1926) and Draw-A-Scientist Test- DAST (Chambers, 1983) gave birth to “Draw-A-Student who knows/not know/loves/not loves Mathematics Test-DASMT” which then used in order to measure students’ perceptions of knowing/not knowing and loving/not loving mathematics. The sample of the study consists of 72 female and 97 male students (N=169) of Orbay Primary School from different grade levels. Results indicated that there are 60 images drawn by the students to reflect their perceptions of knowing/not knowing and loving/not loving mathematics. Baykal’s (1978) “system view of instructional process” was utilized to describe and explain these images. Based on the system view, some of the images were described as an indicator of major components of the instructional system which are “objectives”, “social settings”, “physical settings”, “instructional media”, “instructional procedure”, and “teacher”. The images with high frequencies and not described with system view, were explained as the finer discriminations which were the images “smiles”, “sadness”, and “question mark” in this study. Lastly, the discriminations between the cognitive aspects of mathematics (knowing and not knowing) and affective aspects of mathematics (loving and not loving); and between positive standings of mathematics (knowing and loving) and negative standings of mathematics (not knowing and not loving) were examined. In conclusion, the results indicated that the students do not have a system view in reflecting knowing, not knowing, loving, and not loving mathematics, in fact, they individualized it.
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.
An ethnographic research: the cultural portraits of middle school mathematics classrooms in an international school
(Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2006., 2006.) Çorlu, Mehmet Sencer.; Akarsu, Füsun.
The reality that classrooms are becoming more multicultural each day, partly due to globalisation, has changed the classroom cultures from the way they were in the past. Classrooms in international schools are extreme examples of this change. The purpose of this ethnographic study was to describe the formal mathematical enculturation of the middleschool students in an international sc hool. It examined the entire academic year during the ongoing creation of a specific mathematical culture within the classroom and revealed and portrayed how each of its members defined, maintained, and shared the unique mathematical culture of the classroom. Ethnomathematics and mathematical enculturation theories, as well as mathematics as a component of culture became the foundations of this study, providing invaluable contribution in explaining the mathematical culture of the research setting. This study sought answers to questions starting with “how” and “what” instead of answers to questions that start with “why”. The best qualitative approach to describe the everyday life of participants in this particular research was through ethnography. The quantitative analysis was used to supplement the findings. The data obtained from this study proved the dynamic nature of the creation of the culture in an international school mathematics classroom. Thus, the central theory of this study, Bishop’s (1988) mathematical enculturation was verified in terms of its ability to describe the mathematics culture of an international school and to explain the approaches of students to enculturation and acculturation processes.
The effectiveness of demonstrative computer animation in developing intuition: a case for gravitational acceleration
(Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2006., 2006.) Diyarbekir, Gülşah.; Baykal, Ali.
The purpose of this study is to investigate if the gravitational acceleration concept can be intuitively formed in 5th, 6th, 7th and 8th grade students and to investigate the effectiveness of using computer animation technique in the formation of this concept. The design of this study is pretest-treatment-posttest quasi-experimental design. The study is conducted in the first and second semesters of 2005-2006 educational year with the participation of two state schools. The implementation lasted for one hour. The sample of the study is 283 students aging between 11 and 15 years. The subjects were asked to express their estimations about the motion of a flying bird and a free falling apple by locating the positions of the objects at each unit time. After the pretest, the subjects were presented the computer animation which shows the real-event motion of bird and apple. The subjects observed the accelerated motion of apple and constant velocity motion of bird from the computer animation four times, with slower motion each. After the treatment session, the subjects were again asked to locate the positions of apple and bird and to answer the multiple-choice questions related with the motions observed in the computer animation. According to ‘Locate the Position’ pretest results, it is observed that there is a genral tendency among subjects to expect that both objects would move with constant or irregularly changing displacements. According to McNemar test results, it is concluded that the general expectation among subjects have significantly changed in the posttest. It is observed that there is a significant differnce between Orbay P.S. 5. ve 6. grade and Kami Saadet P. S. 6., 7. and 8. grade subjects’ pre and posttest responses in favor of developing intuitive conceptions about gravitational acceleration concept. There is a significant correlation between subjects’ science achievement score and their performance in positioning the apple especially in posttest.
Effects of guided and semi-guided investigations on sixth grade students' conceptualization levels
(Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2006., 2006.) Günay, Aylin.; Yontar, Ayşenur.
The present study attempts to understand the effect of two different types of investigation techniques on sixth graders’ conceptualization levels related to the concepts of physical and chemical changes. The study was carried out with the six graders in a public primary school located in an economically disadvantaged district of Istanbul. There were totally 156 sixth graders in the school. 80 students were selected as the sample of the study and two homogeneous groups (n=40) were formed by matching subjects with their science grades and science attitude scores. However, 27 of the students in the first subgroup and 23 of the students in the second subgroup have completed the treatments. Science Attitude Scale (SAS) (Togrol, 2000) was used in order to determine students’ attitudes towards science. Science Concept Scale - Physical and Chemical Changes (SCS-PCC) is the second instrument developed by the researcher in order to measure students’ conceptualization levels related to the selected science conceptsphysical and chemical changes. There were two groups treated with guided investigations, and two groups treated with semi-guided investigations. During guided investigations, the procedure of the tasks were given to the students explicitly by the teacher, while in semi-guided investigations students find out the procedures by themselves and continue their investigations according to their own procedures. Results indicate that both types of investigations cause positive developments on six graders’ conceptualization levels. In addition, analysis of covariance (ANCOVA) was conducted in order to examine whether there is a difference between the conceptualization levels of students who were treated with different investigation techniques. Although the result of this analysis did not indicate significant difference between the effects of these laboratory investigations on students’ conceptualizations, it is found out that the number of incorrect answers or answers which include alternative conceptions for the students who were treated with guided investigations are more that the ones who were treated with semiguided investigations. On the other hand, the number of completely correct answers for the students who were treated with semi-guided investigations are more than the ones who were treated with semi-guided investigations.
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.
Development and validation of a scale for measuring students' mathematics-related beliefs
(Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2008., 2008.) Çayır, Ayşegül Kamer Yıldırım.; Erktin, Emine.
This study aimed to develop and validate a scale based on a framework of students’ mathematics related beliefs. Several models have been proposed to explain this rather extensive construct. The framework used in this study was based on the existing models in the literature to explain students’ mathematics related beliefs. The framework included students’ beliefs about mathematics education, students’ beliefs about self and students’ beliefs about social context. The categories of the framework were divided into dimensions for scale development. The scale was developed to cover the dimensions as students beliefs about (1) the nature of mathematics, (2) learning and problem solving, (3) teaching; (4) self efficacy, (5) control, (6) task-value, (7) goal-orientation, (8) social norms, (9) socio-mathematical norms. Data on 300 8th grade students were analyzed to assess the psychometric qualities of the instrument, to assess model fit to the framework, to describe students’ math related beliefs, and to investigate gender differences and the relationship between mathematics achievement and beliefs. The instrument was found to be reliable and valid. The data provided empirical evidence for a modified model on the framework. Students’ beliefs indicated a desirable direction. There were no gender differences except on the first subscale of students’ beliefs about the nature of mathematics. The relation between beliefs about social context and mathematics achievement were found to be statistically significant.
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 usable
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.
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.
A study on construct validity of science items in pisa 2006: the case of Turkey
(Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2009., 2009.) Çirci, Ruhan.; Baykal, Ali.
This study was designed for three major goals. The first goal is to investigate construct validity in the Turkish version of the PISA 2006 science units including stimuli (e.g. text, graphs, and pictures) and items in terms of positive and negative entities embedded in them. The second goal is to understand the effect of the negative entities detected in the science units on total test and at item level by achievement scores of 15 year-old students. The third goal that emerged through the study aimed to explore the 15 year-old students’ familiarity with PISA science units in terms of the students’ unique learning experiences. The study consists of three phases. The first phase is the exploration of eight science units including eight stimuli and 25 items. In order to analyze these science units, content analysis was implemented for all of the stimuli and items in the science units. An Item Rating Form was developed and used in order to compose categories of the content analysis from the revisions of the teachers (80 secondary school science teachers in total) working at different regions in Istanbul. Content analysis results showed that there were five main categories defined for the negative entities (content, language, typicality, presentation and structure) and four main categories formed for the positive entities (context, content, science process and composition). The number of the thematic units of the negative entities was more than the thematic units of the positive entities. The second phase of the study based on the results of the content analysis from first phase. For the second phase the revisions on the science units were made for recovery of the negative entities described in the science units. Hence, two tests were present, one of them is PISA-Original Turkish test (PISA-OT test) which includes Turkish science units used in PISA 2006 study and the other is PISA-Revised Turkish (PISA-RT test) which contains revised versions of science units made at the second phase of the present study. At the second phase the effect of the negative entities on the achievement scores of the students examined by using two instruments (PISA-OT and PISA- RT). The results of the second phase showed that there was a statistically significant effect of the negative entities included in the revision process on the total achievement levels of the students. Although the results of analysis at the item level showed that there were significant differences between the two comparison groups for eleven of the items, there was no significant difference for the remaining eleven items. In addition, it is found that the mean scores for the group who answered the PISA- Revised Turkish test were higher than the means of the group who took the PISA-Original Turkish test on each of the 22 items. The third phase is the examination for the answer of the third research question related with the familiarity of students with the stimuli of PISA science units in terms of language, lay-out, school knowledge and daily life experiences. It is found that students tend to be moderately familiar with the PISA stimuli. Based on the results of the three phases, it can be concluded that the aim of selection and formation of the items for the science literacy test is important from the point of construct validity. However, released PISA stimuli and items in Turkish form achieved this aim partially.
Effects of instructional design integrated with ethnomathematics: attitudes and achievement
(Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2009., 2009.) Kara, Melike.; Yontar, Ayşenur.
This study was designed for two major goals which are to develop an instruction integrated with ethnomathematics related to symmetry and patterns subject with examples from Topkapı Palace and to clarify the effects of this instruction in an experimental design. In order to analyze the effectiveness of the instruction on mathematics achievement level and attitudes towards mathematics a quasi-experimental design was implemented in three schools (137 seventh grade students) in İstanbul, by obtaining quantitative data (Scale for Attitudes Towards Mathematics, Mathematics Achievement Scale 1,and Mathematics Achievement Scale 2) and qualitative data (Open ended questionnaire for attitude towards mathematics, Evaluation sheet and Interview). Repeated measures ANOVA was used for analysis of data and results indicated that both regular instruction and the instruction integrated with ethnomathematics were effective in improving linear trend over the mean values between pre, post and retention level of mathematics achievements of the students in control and experimental groups of all three schools. There was a significant interaction effect of type of instruction and mathematics achievement levels between the experimental and control group of only one school. None of the instructions were effective in improving a significant linear trend over the mean values between pre and post levels of attitude towards mathematics of the students. There was a statistically significant interaction effect of type of instruction and attitude towards mathematics between the experimental and control group of only one school. The results obtained by qualitative data can be summarized as students in the experimental group had more positive attitudes towards mathematics than the students in control group.
A model study to examine the relationship between metacognitive and motivational regulation and metacognitive experiences during problem solving in mathematics
(Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2009., 2009.) Aşık, Gürsu.; Erktin, Emine.
The main aim of the study was to investigate students’ poor problem solving performance within a self-regulation framework. The relations between students’ metacognitive experiences, metacognition and motivational regulations were thought to be an appropriate point of view to approach the problem of mathematical problem solving. Students’ feelings of difficulty, familiarity and understanding, estimated effort and predicted solution correctness factors were examined under metacognitive experiences. Self-efficacy and effort were indicators of motivational regulation factor. Awareness, selfchecking, evaluation and use of cognitive strategies were included as the indicators of metacognitive regulation factor. The relationships were investigated and the proposed model was tested with the data of 406 students obtained from eight grade students from public (N=252) and private (N=154) schools. Convenient sampling method was used in the data collection process of the study. The data provided empirical evidence for the proposed model on the framework. The results demonstrated significant relations between metacognitive and motivational regulation, metacognitive experiences and mathematical problem solving performance. A significantly high correlation was found between metacognitive and motivational regulation. Although motivational and metacognitive experience had direct effects on student’s problem solving performance, metacognitive regulation did not. On the other hand, metacognitive and motivational regulation had indirect effects on problem solving performance through the mediation of metacognitive experiences. Type of school differences were evident for most variables, whereas gender differences were not.
The effects of using contextual problems and student centered teaching episodes on 10th grade students’ achievement and views and perceptions in the subject of trigonometry
(Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2010., 2010.) Eşlik, G. Ayça.; Güzel, Buket Yakmacı.
This study aimed to develop and measure the effectiveness of an instruction enriched with combination of contextual problems and student centered teaching episodes with regard to the extent of change in students' achievement in trigonometry, and their views and perceptions about trigonometry. In order to analyze the effectiveness of the developed instruction on trigonometry achievement, and views and perceptions about trigonometry; a true experimental design was implemented in an Anatolian High School in Istanbul with the participation of 74 (Grade 10) students. 24 students received traditional instruction (Group A), 26 students received an instruction enriched with only contextual problems (Group B) and 24 students received an instruction enriched with combination of contextual problems and student centered teaching episodes (Group C). Data obtained (through Trigonometry Achievement Pretest, Trigonometry Achievement Posttest, Views and Perceptions about Trigonometry Prequestionnaire, Views and Perceptions about Trigonometry Postquestionnaire and interviews) from the sample were analyzed to examine the effect of instruction enriched with combination of contextual problems and student centered teaching episodes. IGuscal Wallis Test was used in order to examine whether there is a significant difference between groups' trigonometry achievement after instructional sequences. The results of the analysis indicated that the group who received instruction enriched with combination of contextual problems and student centered teaching episodes (Group C) performed significantly higher than the group who received traditional instruction (Group A), the group who received instruction enriched with contextual problems (Group B) performed significantly higher than the group who received traditional instruction (Group A), but there was no statistically significant difference between the group who received instruction enriched with combination of contextual problems and student centered teaching episodes (Group C) and the group who received instruction enriched with only contextual problems (Group B) in terms of trigonometry achievement of students. As a result, a positive effect of the instruction enriched with contextual problems on students' trigonometry achievement was found compared to traditional instruction. However, results implied that instruction enriched with combination of contextual problems and additional student centered teaching episodes may not have a significant positive effect in improving trigonometry achievement compared to the instruction enriched with only contextual problems. Long term effects of instructional sequences on trigonometry achievement among groups were also explored in the study. The nonparametric test of Kruscall Wallis was used for the analysis of data and results indicated that there is significant difference in terms of retention test scores between Group A and Group B, and Group A and Group C. However, there is no significant difference between Group B and Group C in terms of retention test results. This result was parallel with the results of the immediate effects of instructional sequences on trigonometry achievement. As a further analysis, Related Samples Wilcoxon Signed Ranks Test was also carried out to compare retention test scores and posttest scores for each group. The results indicated that there is permanance of the trigonometry achievement for Group A and Group B, however there is no pelmanance of the trigonometry achievement in Group C. Views and perceptions about trigonometry after instructions were also explored for each group. Descriptive analysis done on five questions asked before interventions and six questions asked after interventions implied that instruction enriched with combination of contextual problems and student centered teaching episodes has positive effects on students' views and perceptions about trigonometry compared to the traditional instruction and instruction enriched with only contextual problems. The results also provided evidence on what students perceived to be most interesting and meaningful about the instructions.
Effects of history of mathematics integrated instruction on mathematics self-efficacy and achievement
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2011., 2011.) Albayrak, Özlem.; Yontar, Ayşenur.
This study was conducted to develop an instruction integrated with history of mathematics on volume of pyramids, cone and sphere topics; and to implement it with an experimental design in order to measure the effectiveness of this instruction on mathematics self-efficacy and achievement. The instruction was developed after precise consideration of the suggestions and cautions raised in the literature and its effectiveness was determined by a quasiexperimental design. The implementation of the instruction was carried out in two public schools in Đstanbul with participation of 131 eight grade students. Both quantitative and qualitative data were gathered. Data gathered from the sample were analyzed on the purpose of examining the changes in students’ mathematics achievement levels, self-efficacy toward mathematics and their views on history of mathematics integrated instructions. Paired sample t-test was used for analysis of data obtained from both regular and experimental groups in two schools indicated that there were significant differences between the pretest (Pretest Volume-Part3) and posttest (Posttest Volume-Part2) scores of students in terms of their mathematics achievements. Independent sample t-test was used for analysis of data if there was a significant effect of type of instruction on mathematics achievement levels of control and experimental groups in both schools. Results display that there was a significant difference on posttest scores of experimental and control group students only in one school. Namely it means that in one of the treatment schools, students’ achievement levels in experimental group were significantly higher than the control group students in posttest which assess their achievement in treatment topics. Also, paired sample t-test pointed that both types of instructions were not effective in providing a significant development over the mean values between the pre and posttest levels of students in Mathematics Self efficacy Scale, and, independent sample t-test indicated that there was not any significant difference on posttest scores of the experimental and control group students in both schools. The results attained from qualitative data showed that experimental group students generally had favorable declarations about history of mathematics integrated instructions.
Development and exploring the effectiveness of the revised version of basic disaster awareness training program in a non-formal science learning environment
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2011., 2011.) Akçil, Özlem.; Yontar, Ayşenur.; Mercan, Fatih.
Two main objectives were set for this study. The first one was to develop the Revised Version of Basic Disaster Awareness Training Program (Rv-BDATP) offered to students by Disaster Preparedness Education Unit (DPEU) at Boğaziçi University, Kandilli Observatory and Earthquake Research Institute (KOERI). This program was developed to increase students’ learning outcomes regarding the nature of earthquakes and actions to be taken before, during and after the earthquake to minimize its possible damage. The second aim was to evaluate the effectiveness of the Rv-BDATP with in an experimental research design. Seventy 8th grade private school students participated in this study. Learning outcomes of the students were mainly analyzed in two dimensions measured by Conceptual Understanding Questionnaire-Earthquake (CUQ-Earthquake) and Program Evaluation Questionnaires. The CUQ-Earthquake test was conducted as a pre-test, post-test and retention test. The other instruments were given as a post-test. The first dimension concerned with students’ conceptual understanding levels of identified concepts related to the “natural processes” unit of 8th grade science and technology curriculum and their capability to tell the difference between dangers and precautions related to earthquake. The second dimension was about students’ personal declarations and ideas about their learning experiences regarding the programs. Independent Sample t-Test, ANOVA and ANCOVA were conducted in order to test the hypothesis. The results showed that there were no statistically significant differences between the groups who took the revised version and the former version of the program. It was also found that students who attended the revised program showed significant increase in their conceptual understandings about earthquakes. The results indicated that there was not any difference among the students’ personal declarations and ideas about the programs.
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.

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