M.S. Theses
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Item A case study for teaching presence of community of inquiry in an asynchronous learning environment for preservice mathematics teachers(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2023., 2023) Ihlamur Türkoğlu, Begüm.; Aslan-Tutak, Fatma.Online and blended learning-teaching practices and studies are increasing with technological developments. In these environments, building learning communities are important for effective learning experiences. Community of Inquiry (CoI) framework developed by Garrison, Anderson, and Archer (2000) explains meaningful online or blended learning experiences within the interaction of social, cognitive, and teaching presence. The purpose of this study is to explore the experiences of the pre-service mathematics teachers in the asynchronous components of a blended teacher education course on the teaching presence element of CoI. It is also aimed to understand teaching presence experiences of the teacher educator in this asynchronous environment to explore students’ experiences. An undergraduate blended course was selected as the focus of this case study. The data was collected through CoI survey and student interviews to explore teaching presence experiences of students. In addition, classroom observation notes, online discussions and postings, and interviews with the instructor were used as secondary data sources. Overall, the findings from CoI survey indicated that all presences of CoI yielded high perceptions in the course. The interview transcripts and secondary data sources show that teaching presence developed in the course and the experiences were parallel with the existing categories and indicators of CoI. On the other hand, the implications of teaching presence were unique to course activities and tools. There is a close interaction with the tools and teaching presence. Finally, the study found that there is a relationship between teaching presence and other presences.Item Examining middle school students’ learning progression for scientific argumentation(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2023., 2023) Çelik, Beyza Nur.; Adadan, Emine.The purpose of this study is to examine the development of scientific argumentation skills of middle school students at three grade levels. In addition, the change in students' scientific argumentation skills in different science contexts (Physical Science, Earth and Space Science, Life Science, Socioscientific Issues) was also investigated. The participants of the study consisted of 80 students from Grade 5 (27), Grade 6 (26) and Grade 7 (27). In accordance with the objectives of this cross-sectional study, a basic qualitative research design, one of the qualitative research approaches, was adopted. The data of the study consisted of the participants' individual and written responses to four different argumentation tasks and semi-structured follow up interviews. The data obtained were analyzed with constant comparative analysis method and the argumentation elements identified were coded. Two different argumentation frameworks were used in accordance with two different research questions and students' achievements in scientific argumentation skills were determined according to the criteria for levels. When the findings of the first research question were analyzed, it was observed that there was a significant improvement in students' scientific argumentation skills from Grade 5 to Grade 6. However, although they were the only group that reached the highest argumentation level among the other groups, it was observed that Grade 7 students had lower skills compared to Grade 6 students. The main reason for this finding was discussed by presenting the problems 7th grade students had in constructing opposing arguments and various reasons. As another finding, it was revealed that the topic that students had the most difficulty in forming arguments was physical science, followed by the earth and space science, and they formed higher level arguments in socioscientific issues and life science contexts. The findings of the study provide implications that can contribute to science education literature, science education practices and the development of assessment and evaluation tools.Item Science teachers’ understanding of systems and systems thinking skills, and their views on implementing a systems thinking approach in the classroom(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2023., 2023) Karga, Büşra.; Ceyhan, Gaye Defne.In recent years, the world has been facing many serious and complex problems such as climate change, water crisis, and health problems. More comprehensive, holistic, and interdisciplinary approaches are needed to resolve such complex and global problems. The systems thinking approach in education provides a holistic approach that focuses on the interactions and relationships among components within complex systems at different levels and includes systems thinking skills to solve these complex problems. This study aims to investigate the understanding of science teachers about a system and systems thinking skills, and their views on implementing a systems thinking approach in the classroom. The eight middle school science teachers were the participants of the study. Data was collected through online interviews and the qualitative content analysis was carried out to analyze the data. The findings revealed that teachers defined the system as a part-whole relationship; systems thinking as holistic thinking. The results showed that teachers had limited ability to think in terms of stock flows, dynamically, and in causal loops in the context of domaingeneral scenario-based questions and the water cycle. The teachers emphasized that the systems thinking approach should be used in education and indicated different methods and tools for teaching different subjects from the science curriculum with systems thinking. The results of the study suggest that the systems thinking and system dynamics approach can be incorporated into teacher training curricula and workshops to improve teachers’ competencies on knowledge, skills, and practices.Item Preservice mathematics teachers’ cue utilization and accuracy in judging students’ understanding of rational numbers(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2022., 2023) Karagözler, Aybüke.; Ader, Engin.This study investigates preservice mathematics teachers’ judgment accuracy (JA) under different cue-availability conditions. Whether there is a difference in JA or cue utilization (CU) under varying availability of cues and the relationship between preservice teachers’ misconception knowledge about rational numbers and JA, together with CU during judgments, are explored. Twenty-five preservice teachers made judgments about middle-graders working with rational numbers. Firstly, they completed a test measuring their misconception knowledge. Then, online meetings were organized to present the materials for them to make judgments and collect their judgment and CU data simultaneously. Collected data were analyzed to make comparisons among JA and CU and investigate the relationships between constructs involved in the study. The results showed that more accurate judgments were made when both student and answer cues were available. Answer cues were used significantly more than student cues when both types of cues were available; student cues were used significantly more when only student cues were available. The CU did not significantly relate to JA except for overall grade in math cue—one of the available student cues. Misconception knowledge was not found to be related to JA but related to the utilization of the misconception cue—one of the available answer cues. The relationship between JA and CU requires further investigation with larger samples. Also, the misconception knowledge may be measured via different instruments to give insight into why no relationship was found.Item Gamified-integrated STEM : exploring 8th grade students' problem- solving skill perceptions and critical thinking dispositions about global climate change(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2023., 2023) Özdinç, İlkem.; Ceyhan, Gaye Defne.Gamified-integrated STEM is one of the techniques that combines integrated STEM stages with gamification elements and can engage individuals in climate change communication (Rajanen & Rajanen, 2019). The main purpose of this study is to investigate gamified-integrated STEM-based instruction on global climate change causes a significant change in 8th-grade students' perceptions of problem-solving skills, critical thinking dispositions, and climate change views. In this quasi- experimental study, the sample consisted of sixty-nine 8th grade students from a public school in Turkey. Three classes of twenty-three participants each were named as the traditional group, experimental group 1 (integrated STEM group), and experimental group 2 (gamifiedintegrated STEM group). The data was collected in the 2022-2023 academic year. Problem-solving skill perceptions scale, critical thinking disposition instrument, and interviews were used to examine the research questions. According to the findings of the study, statistically significant differences were found between the pre & post-test scores of both scales in the lessons taught with gamified-integrated STEM instructional design compared to the other groups. When all groups were compared, the highest difference was found between the gamified-integrated STEM group and the control group. In addition, when taking the students' views on global climate change, it was found that the students in the gamified-integrated STEM group had higher levels of hope about global climate change and a desire to take action. The results revealed that gamified-integrated STEM activities on global climate change could be used, especially in subjects considered difficult to learn. It is expected that the results obtained from this research will create an opportunity for improving global climate change education within the scope of gamifiedintegrated STEM education. NOTE Keywords : Environmental education, STEM, Climate change, Gamification, Science education, Problem-solving skills, Critical thinking skills.Item Investigation of factors related to immigrant and native students’ mathematics performance in PISA 2018(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2023., 2023) Akkır, Ayşe.; Arıkan, Serkan.This study examined the mathematics performance gap between native and immigrant students, and between first- and second- generation immigrant students in European countries in the 2018 Program for International Student Assessment (PISA). Another objective was to understand how the performance gap changes after controlling for economic and social status (ESCS) and gender. Factors that can predict the mathematics performance of immigrant and native students were examined. Student-level variables were chosen based on Walberg’s academic achievement theory. Country-level variables, such as the Migrant Integration Policy Index (MIPEX), the Human Development Index (HDI), and government expenditure on education were included. An independent sample t-test was used to investigate the performance gap. Multilevel regression analyses were conducted to investigate mathematics performance at the studentand country-levels. Propensity score matching was used to investigate the achievement gap after controlling gender and ESCS. Immigrants’ and natives’ mathematics performance is significantly predicted by government expenditure on education. In addition, the MIPEX was a significant predictor of first- generation immigrants’ mathematics performance. Students’ attitudes toward immigrants, discriminating school climate, and exposure to bullying were significant predictors of the mathematics performance of immigrants and natives. Resilience significantly predicted immigrants’ mathematics performance. There was a statistically significant performance gap between natives and immigrants in 21 European countries. The performance gap narrowed after controlling for (ESCS) and gender.Item A scale development for social and emotıonal learning skills of middle school children(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2022., 2023) Oğuzhan, Ecem Elif.; Arıkan, Serkan.; Göl-Güven, Mine.The purpose of the current study is to develop a self-reported social emotional learning (SEL) skills scale based on the Taxonomy Project designed by the Ecological Approaches to Social Emotional Learning (EASEL) Laboratory of the Harvard Graduate School of Education. The scale is planned to include 5 of these major dimensions and 56 items for the analysis. A group of 5 students was interviewed prior to administering the study to determine the length of time and the clarity of the scale. Then, the scale is further tested by confirmatory factor analysis (CFA) with a sample of the 893 5th and 6th graders (10-12 years) from different public schools. Once the proper CFA results are obtained, item response theory (IRT) is utilized to assess item performance in the SEL assessment tool, providing a more profound insight into the measured construct. In brief, to create greater precision and transparency in the field, the current study developed a standardized common SEL skills scale in line with SEL framework provided as an outcome of the Taxonomy Project.Item The relationships among metacognition, epistemic cognition, and physics identity constructs(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2023., 2023) Ulu, Yaren.; Yerdelen-Damar, Sevda.The purpose of this study was to examine the relationships between epistemic cognition, metacognition, recognition, physics self-efficacy, interest and gender for high school students. Also, how epistemic cognition, metacognition, recognition, physics self-efficacy, interest and gender predicted physics identity was observed. The study involved a sample of 1197 high school students. Likert-type scales were used to gather the data. The Physics Personal Epistemology Questionnaire (PPEQ) was used to measure epistemic cognition. Also, to check students’ metacognition, the Metacognitive Awareness Inventory (MAI) was used. The physics identity scale measured interest, self-efficacy, recognition and physics identity. The data was collected via convenience sampling. Descriptive statistics, correlation and multiple regression analyses were used to analyze the data. The study showed that there was a very high positive correlation between identity, recognition, self-efficacy and interest constructs. Identity, recognition, self-efficacy and interest were moderately positively correlated with epistemic cognition and metacognition. Also, there was a high positive correlation between metacognition and epistemic cognition. Interest, recognition and self-efficacy positively predicted physics identity, while the strongest predictor was recognition. Metacognition and epistemic cognition did not predict physics identity. Regarding gender differences, males had higher levels of physics identity, recognition, interest and self-efficacy than females. On the other hand, there was no gender difference observed in metacognition and epistemic cognition.Item College students’ plausibility perceptions about global climate change(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2023., 2023) Özyazıcı, Gizem.; Ceyhan, Gaye Defne.Human-induced climate change is causing an increase in extreme weather events due to its profound effect on the Earth’s atmospheric balance. The main purpose of the current study was to investigate whether college students’ plausibility perceptions on global climate change (GCC) increased after participating in a scaffolding activity. The study sample consisted of 62 students from a private research university in the United States. Three instruments were used to investigate the research questions. First, the demographic information form for the participants’ and Plausibility Perception Measure (PPM) scale were used. PPM scale was implemented before and after the Extreme Weather (EW) Model Evidence Link (MEL) activity. The results showed that students’ plausibility perceptions changed significantly after the MEL activity. Secondly, in the EW MEL activity, students were asked to evaluate two different models and the results showed that more students found Model A (scientific explanation) more plausible than Model B (alternative explanation). However, Model B was also found plausible by many students. Students’ alternative explanations were mostly found to be in the erroneous evaluation category for the EW MEL diagram. The results showed that students were aware that human activities have a major impact on current GCC, but they still have misconceptions about GCC and its link to EW events. This study contributes to the literature by using an updated PPM scale and a current EW MEL diagram, as EW events have increased significantly in recent years. This study also shows that college students have a lack of understanding of GCC and EW events. Critical evaluation is a scientific practice that could be explicitly taught in higher education programs to improve students’ engagement and understanding of evidencebased decision-making practices.Item Using a STEM education approach with a computational tool : the impact on students' computational thinking skills and understanding of climate change(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2023., 2023) Kara Zorluoğlu, Dilara.; Ceyhan, Gaye Defne.The current study applied the STEM-integrated teaching approach to middle school students using computational practices and tool. The purpose of this quasiexperimental study was to investigate whether teaching about climate change with a STEM approach using computational practices significantly changes eighth-grade students’ CT skills and understanding of climate change. In addition, the effect of the CT approach as a thought system on the students’ understanding of the concepts was investigated. Weintrop and colleagues’ computational practices (2016) were integrated into the STEM-integrated teaching framework to focus on developing the CT skills of middle school students in science classes. The participants were 60 eighth-graders in a public middle school, selected using the purposive sampling method. The control group participated in a traditional lesson about climate change. The experimental group participated in an interactive lesson that integrated computational practices by incorporating the integrated STEM teaching approach and its steps, such as factfinding and product development, and by using the LabStarTM as a computational tool. Two different instruments were applied as pre-and post-tests. Also, students’ CT skills were analyzed qualitatively with worksheets and individual interviews. The findings of the study indicated that students in the experimental group had higher scores in the post-test on CTS and CCKT compared to the pre-test and students in the control groups. Engaging with computational practices in STEM lesson steps resulted in significant conceptual learning and algorithmic design. NOTE Keywords : STEM education, computational thinking, climate change.Item Pre-service science teachers’ experiences of computer simulatıon and virtual reality application describing atoms and molecules and their combined effects on representational competence skills(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2023., 2023) Erkoca, Öznur.; Akaygün, Sevil.This qualitative case study investigated the combined effects of computer simulations and virtual reality applications on pre- service science teachers’ representational competence skills. A workshop which consisted of three consecutive sessions was designed to investigate the purpose of the study. The following questions guided the study: (1) What are the effects of using computer simulations on pre-service science teachers’ representational competence skills? (2) What are the combined effects of using computer simulations and virtual reality applications on pre-service science teachers’ representational competence skills? (3) What are the experiences of pre-service science teachers using computer simulation in describing atoms and molecules? (4) What are the experiences of pre-service science teachers using virtual reality applications in describing atoms and molecules? The study utilized the set of skills determined by Kozma and Russell (2005) as representational competence skills and sample included five third year and five fourth year pre-service science teachers in Turkey. Pre-tests, post-tests, and semi-structured interviews were used as data collection instruments, and thematic analysis was applied to analyze data. Strengths and weaknesses of computer simulations and virtual reality applications were revealed in this study. The findings highlighted that representational competence skills could be improved from first level to fifth level by both technological tools: computer simulations and virtual reality applications.Item Exploring epistemic cognition in different task contexts(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2022., 2022) Köksal, Alp.; Mercan, Fatih.In this study epistemic performance in different task contexts was studied. There were, 2 physics professors, 4 teaching physics undergraduate students and 4 social sciences undergraduate students. Apt-AIR framework was adopted as the analytical framework. Data were collected using think aloud protocol and semi-structured interviews. In data analysis, (a) various examples for cognitive elements of epistemic performance were identified, (b) various behaviours related to metacognitive elements of epistemic performance were encountered and (c) comparisons were made between groups’ epistemic performances. The first task context was related with physics. Physicists have demonstrated a wide range of cognitive and metacognitive elements of epistemic performance. By doing so they have helped us to paint a picture of disciplinary characteristics of physics. All groups have identified experimentation and observations as reliable processes for producing or evaluating a knowledge claim. The theme of the second task context was mandatory covid vaccine. While evaluating knowledge claims and choosing sides, physicists have looked for the data. They have argued there were adequate amount of data during the time the video was shot. Teaching physics students, mostly trusted to their personal experiences and emotions. The frequency of demonstrated metacognitive elements of epistemic performance was lowest among teaching physics students compared to other two groups. The third group, social sciences students have kept well-being of the society at front while engaging with the second issue. The findings of the study tells us epistemic performance is contextual and Apt-AIR framework works as an analytical framework while capturing the cognitive and metacognitive elements of epistemic performance. The results suggest, there is a need to develop pre service teachers’ ability to perform apt epistemic performance.Item High school students' meanings of cartesian coordinate system(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2022., 2022) Güven, Semra.; Karagöz Akar, Gülseren.The aim of this study was to investigate high school students’ reasoning of spatial and quantitative Cartesian coordinate systems, their meanings of a point on a graph, outputs of a function and graphing within spatial and quantitative coordinate systems. The study was conducted at a private high school in Istanbul towards the end of Spring semester in 2021- 22 academic year. Participants consisted of 229 high school students from different grade levels who learned different kinds of functions and graphing in Cartesian coordinate system. The instrument with nine open ended questions was developed by the researcher based on the literature. Data were categorized by coded analysis and descriptively analyzed mainly according to framework for reasoning about graphs in spatial and quantitative Cartesian coordinate system and framework for representing a multiplicative object in the context of graphing. Analysis of the results showed that students had critical difficulty in conceiving axes as frame of reference to represent quantities as horizontal and vertical directed distances from origin in describing location of a point and coordinating quantities. Additionally, results showed that significant number of student students viewed x and y- coordinates and output of a function as a point on a graph hence carried non-normative meanings for point in terms of multiplicative object. Besides, students’ difficulties with function and function notation were found to be an issue in their reasoning about points. Relatedly, results regarding graphing in Cartesian coordinate system pointed to students’ difficulties in envisioning a graph as an emergent trace of multiplicative object representing changes in two quantities simultaneously. Students either focused on gross variation of the quantities and sketched a memorized graph, sketched a discrete graph, could not envision how the graph behaves between landmark points or sketched two separate graphs considering time as a secondary variable. NOTE Keywords : Cartesian coordinates, Graphical representation, Mathematics education, Mathematics teaching, High schools students, Spatial coordinate system, Quantitative, coordinate system, Multiplicative object.Item Mathematics teachers' self-regulated learning behaviors in an immersive virtual environment(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2022., 2022) Dalak, Hazal.; Ader, Engin.Virtual Environments (VEs) are emerging with developing technology, and teachers are necessary to educate themselves to employ technology to raise twenty-first century skills in the new generation. In this manner, Immersive Virtual Environments (IVEs) are the settings that encourage learners to be engaged, independent, and motivated, which are the features of self-regulated learners. The current study aims to investigate mathematics teachers’ self-regulated learning (SRL) behaviors in IVEs during problem-solving since promoting students’ SRL behaviors are possibly encouraged by teachers’ SRL behaviors. By considering the purpose of the study, a case study was conducted with eleven middle school mathematics teachers who were able to practice during the Pandemic by Prisms, an IVE focusing on exponential growth through a game. The video records were taken for the think-aloud data collection process. After the participants experienced the immersive environment, a semi-structured interview was conducted to get reflections on the experience. The transcripts of the records are analyzed by a coding scheme that includes four main phases of SRL behaviors: planning, monitoring, strategy use, and evaluation. The findings demonstrated that while planning has been the least referred SRL behavior, strategy use behavior was the most addressed SRL behavior. This study is significant to see similarities in the existing literature; however, understanding such environments requires further investigation before it is included in educational settings.Item An investigation of STEM education researchers’ and middle school teachers’ conceptions of STEM education based on their self efficacy beliefs of STEM education(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2022., 2022) Türkyılmaz Sarıgül, Merve.; Akaygün, Sevil.This study was designed to investigate STEM education researchers’ and middle school teachers’ conceptions of STEM education based on their self-efficacy beliefs of STEM education. This study is designed as explanatory case design qualitative method study. The participants of this study were 9 STEM education researchers and 9 middle school teachers who were selected based on their self-efficacy beliefs which measured by Teacher Self-Efficacy Scale for STEM Practices (TSESSP). In order to investigate the conception, qualitative data obtained through semi structure interviews were obtained using The STEM Education Conceptualization Level Determination Interview Protocol (SECLDIP). The interviews of the participants were transcribed verbatim and open coded. Based on the results of the analysis, it was concluded that since middle school teachers implement STEM education in their courses, there are certain commonalities in the conceptualization of STEM education between STEM education researchers and middle school teachers. However, STEM education researchers convey theoretical understanding with examples that illustrate the integrated character of STEM education while middle school teachers have a grasp that STEM education is an interdisciplinary activity, and their understanding is limited to classroom practices rather than theoretical components. In addition, it was concluded that for the aspects of nature and scope of integration and implementation, the answers get more problem based with disciplinary integration as the self- efficacy belief increases.Item Investigating the differential relationship between the big five domains of social and emotional skills and mathematics achievement using OECD's SSES(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2022., 2022) Altıner Sert, Mihriban.; Arıkan, Serkan.The goal of the study is to investigate the differential relationship between the social and emotional skills measured by the “big five” skill domains and mathematics achievement for socioeconomic status, gender, and level of SEL evaluation groups. For this purpose, the study used the OECD 2019 Survey data on social-emotional skills from Turkey. The OECD conceptual framework combines and integrates skills from different applied frameworks (Kankaraš & Suarez-Alvarez, 2019). Big five model of social and emotional skills consists of task performance, emotional regulation, engaging with others, collaboration, and open-mindedness (Kankaraš & Suarez-Alvarez, 2019). In the current study, the participants are 9th grade, 10th grade, and 11th grade students in Istanbul, Turkey. The results indicated that 8% of the variance in mathematics achievement ({u1D445}2=0.077) was explained by the social andemotional skills domains, especially with open mindedness, emotional regulation and engaging with other domains. Also, there is a differential relationship between mathematics achievement and social and emotional skills for boys and girls. The relationship between social and emotional skills and mathematics achievement is stronger for girls ({u1D445}2=0.092)than boys ({u1D445}2=0.056). On the other hand, the results showed that while for low level SESstudents this model explains 13% of the variance in mathematics achievement ({u1D445}2=0.130),for medium level SES students, it explains 9% of the variance in mathematics achievement ({u1D445}2=0. 091). Furthermore, for high level SES group, the model explains 6% of the variancein mathematics achievement ({u1D445}2=0. 056). Therefore, it can be stated that there is differentialrelationship between social and emotional skills and mathematics achievement for different levels of SES. Lastly, there is a differential relationship between the five domains SSES model and mathematics achievement for non- evaluated ({u1D445}2= 0.062), informally evaluated({u1D445}2=0. 080) and formally evaluated ({u1D445}2=0.091) SEL groups. Overall, the findings suggestthat grouping variables need to be taken into consideration to understand the relationship between the mathematics achievement and emotional skills.Item Students' understanding of the greenhouse effect : a cross-age study(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2022., 2022) Özçelik, Ceren.; Adadan, Emine.This study aimed to investigate high school students’ and final- year pre-service teachers’ mental models of the greenhouse effect at different age levels (Grade 9, Grade 11, and the pre- service teachers). This study further investigated the relation between students’ mental models and academic achievements. In this regard, the study identified the components and properties of the mental models of each participant about the greenhouse effect and explored how the main constituents of these models progressed across different grade levels. Secondly, the mental models of the greenhouse effect were examined based on the participants' academic achievement. For this purpose, individual interviews were conducted with high school students: Grade 9 (n=18) aged between 14-16, Grade 11 (n=24) aged between 17-19, and pre-service physics and chemistry teachers (n=19), who were 18-29 years old. This study used qualitative data from semi-structured interviews and sketches to identify the participants' mental models about the greenhouse effect. The constant comparative method was used to analyze student answers to questions about the greenhouse effect. The data was iteratively coded to generate the codes corresponding to students’ mental models about the mechanism of the greenhouse effect. The features of greenhouse effect mechanisms and ten different mental models were identified. The Macro Models without particulate level explanations outnumbered the Micro Models in which the properties of particles are explained across all participant groups. Pre-service teachers have significantly progressed toward a scientific greenhouse effect model compared to the other groups. Alternative conceptions of the students about the greenhouse effect were also identified. Each student’s academic accomplishment based on their grade point average was related to the type of their mental model. No correlation was found between academic achievement and the types of mental models of the Grade 9 students’ mental models. However, there was a moderately significant correlation between the mental models of the Grade 11 students and the pre-service teachers.Item An analysis of 4th grade students' routine and non-routine problem-solving skills using cognitive diagnostic models(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2022., 2022) Taştan, Züleyha.; Arıkan, Serkan.Assessment is an important part of education that provides feedbacks to both students on their learning and educators on their instruction. Assessments enhance students’ learning when providing effective and immediate feedback to learners. In this study, Cognitive Diagnostic Assessments (CDAs) are used to give informative and in-depth feedback to teachers and students. CDAs provide cognitive data about students’ strengths and weaknesses in a particular ability. This study investigates routine and non-routine problem-solving attributes of grade 4 students with four operations (addition, subtraction, multiplication, and division) using CDA. The test used in the study is specifically developed with diagnostic purposes regarding 2021-2022 4th grade mathematics curriculum and analysed with Cognitive Diagnostic Models (CDMs). There are 6 attributes and 20 items in the test. A Q-matrix was constructed to show attribute-item relationship. Before administering the test, a group with 10 students were asked to answer the items and interviewed later to evaluate the timing and clarity of the items. The final form of CDA test was administered to 511 students in 4th grade, from various public and private schools. The responses were analysed by the GDINA package in R. As a result of the analysis, each participant was assigned to an attribute profile showing which skills they have mastered and which they have not. The results showed that 75% of the students have mastered routine problem-solving skills, while 17% of the students have mastered non-routine problem-solving skills. The most frequent attribute profiles in the study group are found as follows: 000010, 010010, 111111, 111110, 000000 and 110010.Item The investigation of informal reasoning in proximal and distal contexts of socio-scientific issues(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2022., 2022) Özdemir, Özlem.; Güven, Devrim.The purpose of this study is to investigate pre-service science teachers (PSTs) informal reasoning, the factors considered by PSTs and the utilization of the nature of science (NOS) understanding in two contexts of socio-scientific issues (SSI): proximal (Use of Processed Foods in Turkey) and distal (Production and Use of Golden Rice in Vietnam). Nineteen PSTs were selected purposefully. They participated in this multi case study and were individually asked to respond to the same interview questions about two SSI scenarios prepared to be paralleled to each other in terms of general theme, balanced evidence, and structure. Data was analyzed deductively by using three patterns (rationalistic, emotive, and intuitive) established by the (Zeidler & Sadler, 2005) to determine informal reasoning. Also, factors considered by PSTs in resolving the issues were categorized into five: health, economic, moral and ethical, personal, and environmental considerations. The utilization of four aspects of NOS understanding: risk analysis in science, social embeddedness of science, tentative and subjective nature of scientific knowledge were examined and specified as naive, mixed, and informed. Findings indicated that PSTs displayed more rationalistic thinking (logic-based) in resolving the issue in distal context of SSI while displaying more emotive (care -based) thinking in proximal one. Also, in distal context, PSTs used concerns written in the text while they used personal experiences in the proximal one. PSTs utilized more informed belief about four aspects of NOS understanding in distal context than in proximal one.This findings are discussed to have implications for preparing effective SSI cases to be used in classroom instruction.Item The inclusion of the nature of science in Turkish science curriculum(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2022., 2022) Kurt, Gözde.; Kaya, Ebru.The Reconceptualized Family Resemblance Approach to Nature of Science (RFN) is a comprehensive approach that consists of the cognitive-epistemic and social institutional systems of science (Erduran & Dagher, 2014a; Kaya & Erduran, 2016a). The purpose of the study is to examine the inclusion of the Nature of Science (NOS) in the Turkish science curriculum from the RFN perspective. Another purpose of the study is to investigate science teachers‟ views of the RFN and science curriculum. The Turkish science curriculum that was implemented in 2018 by the National Ministry of Education and used in the levels of primary school and middle school is the main data source of the study. The science curriculum was analyzed by content analysis. Furthermore, the participants of the study are 10 science teachers that were selected by purposive sampling. The semi- structured interview protocol and the RFN Questionnaire that was developed by Kaya et al. (2019) were applied to the science teachers. The data that comes from the interviews and the questionnaire were analyzed by thematic analysis and descriptive statistics, respectively. The findings of the study showed that the Turkish science curriculum refers more to the cognitive-epistemic system of science than the social institutional system of science. The category of scientific practices has the highest code frequency, while the category of political power structures has the least code frequency in the science curriculum. Science teachers‟ RFN understanding levels were found moderate and high according to the RFN Questionnaire. However, in the interviews, it was realized that participants exhibit naïve views and limited knowledge about some RFN categories. The science teachers suggested that NOS should be integrated to the science curriculum more and sources about NOS should be increased. This study has implications for the inclusion of the RFN in the science curriculum and the integration of the RFN in the teacher- training.