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- ArticleAçık Erişim2025The Effect of Educational Robotics Applications on Middle School Students' Innovative Thinking Skills
Meral, Meryem; Yalçin, Sema Altun
The purpose of this study was to evaluate how educational robotics applications integrated with collaborative learning and entrepreneurship affected the innovative thinking skills of middle school students. An explanatory-sequential mixed-method design was adopted for the study. The study involved 40 seventh graders studying at a small-sized middle school. The quantitative dimension of the study employed a single-group pretest-posttest design, while the qualitative dimension was conducted through semi-structured interviews. The Innovative Thinking Skills Scale was administered to the students in the study both before and after eight weeks of robotics training. The data obtained from the scales were analyzed using statistical methods. As a result of this analysis, it was concluded that the innovative thinking skills of the students increased significantly at a statistical level. Analysis of the interviews held with students after they underwent robotics training indicated a marked advancement in their innovative thinking skills.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2024The Effect of STEM Education on the Hypothetical-Creative Reasoning Skills of the Pre-school Pre-service Teachers
Çakir, Zehra; Yalçin, Sema Altun
The study aims to explore the effect of STEM education on the hypothetical-creative reasoning skills of the pre-school pre-service teachers. The pre-school pre-service teachers were educated with STEM education for 14 weeks within the scope of the study. A mixed-method was employed in the study. The quantitative data were collected with the Hypothetical-creative Reasoning Skills Inventory in the study. The hypothetical-creative reasoning Inventory was applied to the pre-school pre-service teachers as a pre-test before the STEM education and a post-test after the STEM education. The qualitative data were obtained with a semi-structured interview form applied to the pre-school pre-service teachers. At the end of the study, it was found that STEM education developed the pre-school pre-service teachers' hypothetical-creative reasoning skills. The qualitative data also supported this result. The pre-school pre- service teachers claimed that they used the steps of determining the situation, collecting necessary data, suggesting solutions, doing research, analysing data, evaluating, that is, scientific problem solving during STEM education.
RDL Kalıcı Kaydıİncele - Book ChapterYalnız künye2024Independent learning in science education
Yalçin, Sema Altun; Samur, Esila
This chapter delves into the multifaceted realm of independent learning and its profound implications for science education. With a focus on fostering self-directed learning, it investigates the dynamic interplay between independent learning strategies and the acquisition of scientific knowledge and skills. Through an extensive review of empirical studies and theoretical frameworks, it elucidates how independent learning empowers students to take ownership of their learning journey, cultivate critical thinking abilities, and nurture a deeper understanding of scientific concepts. Individuals who learn independently and embrace it demonstrate development in critical thinking skills. It is widely acknowledged that developing critical thinking is one of the goals of science education. Implementing this understanding in science education involves focusing on tasks, problems, and topics in the science curriculum that require or encourage critical thinking. Individuals with critical thinking skills can self-direct. Increasing students' awareness of learning and focusing on self-directed learning enhance independent learning skills. Independent learners actively structure, guide, and organize knowledge during the learning process. Science education includes concepts and topics that require students to think and interpret extensively. Instead of memorizing scientific concepts in science education, students will succeed by processing learned information and establishing connections between new information using creative thinking skills. Therefore, scientific concepts taught in science education should be transferred to students in a way that requires them to use their structured knowledge and creative thinking skills.
RDL Kalıcı Kaydıİncele - Book ChapterYalnız künye2024The impact of science education on lifelong learning
Yalçin, Sema Altun; Çakir, Zehra
This chapter discusses the impact of science education on lifelong learning. Science education is effective in providing lifelong learning experiences as it provides information about daily life and the world. Thus, the necessity of learning new information in line with the increasing needs in today's developmental century has transformed learning into an activity that should be sustained in every field of the life of the individual, rather than a temporary situation. This transformation necessitates individuals to be lifelong learners and brings a new dimension to the concept of learning. The name of this dimension is "lifelong learning," which has emerged since the existence of humanity, but is intended to be formally imparted to individuals in line with the needs of the age and based on the necessity of learning to continue throughout life.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2022The Effect of the Montessori Approach-based STEM Activities on the Pre-school Pre-service Teachers' Lifelong Learning
Çakir, Zehra; Yalçin, Sema Altun
The research was conducted to explore whether the Montessori approach-based STEM activities affect the pre-school pre-service teachers' lifelong learning tendencies or not. A mixed method was employed in the research. The research participants consisted of 53 pre-service teachers at the Pre-school in the Education Program of the Faculty of Education located in a medium-scale province of the Eastern Anatolia Region. In the study, the single group pre-test post-test design of the prospective teachers in the school in Lifelong learning. The Lifelong Learning Trend Scale and Semi-structured Interview Form were applied in obtaining the quantitative data in the research. The qualitative data collected to support the quantitative data were collected through an open-ended semi-structured interview form. The Montessori approach-based STEM education was provided to the participants for 14 weeks as 2 hours per week in total during the research process. It was observed at the end of the research that there was a significant difference between the lifelong learning tendencies pre-test and post-test scores in favor of the post-test, and the qualitative data results supported the quantitative results.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2022The Effect of Problem-based STEM Education on the Students' Critical Thinking Tendencies and Their Perceptions for Problem Solving Skills
Topsakal, Irfan; Yalçin, Sema Altun; Çakir, Zehra
This research aimed to explore the effect of problem-based STEM activities on middle school students' perceptions related to problem-solving skills and their critical thinking tendencies. The sample consisted of 81 students. A mixed method was employed in the research. The quantitative data collection tools were the "Critical Thinking Tendency Scale" and "The Perception Scale for Problem Solving Skill." The qualitative tools were a Semi-structured Interview Form and Experience diaries developed by the researcher considering the quantitative scales. While the quantitative data, obtained in the research, were analyzed with one-way ANOVA, the statistical method; and the qualitative data were analyzed with the content analysis. At the end of the research, a significant difference was detected in favor of experimental groups in the students' perceptions of their problem-solving skills and critical thinking tendencies. On the other hand, in the qualitative results, it was reported that the problem-based STEM education created a positive effect as cognitive maturity and innovativeness in the students' feelings, thought, and behaviors. It was concluded that the students used the inter-disciplinary knowledge with the problem-based STEM activities; found the problem solving, understanding the problem and working with their friends favorably. According to these results, it can be claimed that STEM education is highly effective in developing the skills that are expected from individuals in the 21stcentury such as problem-solving, critical thinking, and social interaction.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2020Investigating the use of case-oriented station technique in teaching socio-scientific issues: A mixed method study
Türe, Zeliha Gül; Yalçin, Paşa; Yalçin, Sema Altun
This research aims to investigate the effect of teaching the socio-scientific issues, "Global Warming, Sustainable development and Bio-technology" in 8th class, with the case-oriented station technique on the academic achievement of the students and their motivation toward science learning. The study was carried out with 71 students in 8th class in 2 secondary schools of a district with approximately 20.000 population in the Eastern Anatolia Region. The mixed-method, consisting of the data collected as qualitatively and quantitatively, was employed. In the quantitative part of the study, the Socio-scientific issues Achievement Test and the Science Learning Motivation Scale developed by Dede and Yaman (2008) to measure students' motivation to learn were used. Unstructured interview, which is one of the qualitative research methods, was preferred in order to support the study with student opinions and comments. The Socio-scientific Issues Achievement Test and the Science Learning Motivation Scale were applied to the experimental and control groups as pre-test at the beginning and as post-test at the end of the study. Results indicated that teaching the socio-scientific issues with case-oriented station technique positively affected the students' academic achievements and their motivation toward science learning. Besides, the interviews showed that the students found it useful, fun, remarkable and permanent to learn socio-scientific issues using the case-oriented station technique.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2013Investigation of pre-service teachers' self-efficacy beliefs of educational Internet use; [Öǧretmen adaylarinin eǧitsel Internet kullanimi öz yeterlik inançlarinin incelenmesi]
Kahraman, Sakip; Yilmaz, Zeynel Abidin; Erkol, Mehmet; Yalçin, Sema Altun
In this study, the aim was to investigate pre-service teachers' educational Internet use self-efficacy beliefs with respect to gender, grade level and computer experience. The sample consisted of 294 pre-service teachers from three different universities. The data were gathered by using "the scale of educational Internet use self-efficacy beliefs" which contained 28 items. The data obtained were statistically analyzed by means of SPSS package program. Variance analysis (three-way ANOVA) was performed to determine whether there were significant differences in pre-service teachers' self-efficacy scores in terms of gender, grade level and computer experience. The results suggest that there was no significant difference in participants' educational Internet usage self-efficacy beliefs with respect to gender and grade level, but there was significant difference in participants' educational Internet use self-efficacy beliefs in terms of computer experience. According to the results of the study, pre-service teachers who are more experienced in using the internet have higher educational Internet use self-efficacy beliefs.
RDL Kalıcı Kaydıİncele - Conference ObjectAçık Erişim2011Study of developing a scale of attitude towards radiation
Torun, Murtaza; Yalçin, Paşa; Yalçin, Sema Altun; Akcamete, G; Uzunboylu, H; Oulmu, S; Karahoca, A; Babadoan, C; Ozdamli, F; Kanbul, S
The aim of this research is to develop a scale for measuring the knowledge and attitude of the university students to the concept of radiation. That's why, for assessing sensorial learning's included in educational aims, a likert type scale was prepared to determine what the thoughts of the students about radiation are. This research was applied to 175 students studying at Erzincan University, Faculty of Education, Department of Science Education and Vocational High School. In the first stage of the research, a question pool was originated and an attitude scale of 45 questions was formed making use of the questions taken from this question pool. These questions were reduced to 35 and were applied to the students after consulting to an expert. Pilot study of this attitude scale was done. The data was done analyzed statistically. The questions including the perspective against the objects that may be the source of radiation and that we have to live together and face in daily life were prioritised. Content and construct validities were examined for the validity study of the scale. We utilized from the opinion of an expert to determine the scope validity, and from Croncbach alpha reliability coefficient was found to be 0.885. The scale was determined as seven factors by a factor analysis for the construct validity. This research is supposed to inform society and the university students about radiation. It's supposed that the scale will enlighten the studies to be done in the future about radiation.
RDL Kalıcı Kaydıİncele - Conference ObjectAçık Erişim2011Effects of the 5E learning model on students' academic achievements in movement and force issues
Açişli, Sibel; Yalçin, Sema Altun; Turgut, Ümit; Akcamete, G; Uzunboylu, H; Oulmu, S; Karahoca, A; Babadoan, C; Ozdamli, F; Kanbul, S
The purpose of this study was to evaluate the efficiency of student guiding materials on student achievement, using the 5E learning model. The materials were developed by the researcher, based on the "Movement and Force" unit's objectives. Quasi-experimental research design included 60 students (30 experimental, 30 control group). Control group students were given experiment booklets, which were prepared for each experiment in accordance with the 5E learning model. To determine whether any differences exist between the two groups' academic achievements, Achievement Tests on Movement and Force Issues were applied to the groups, both at the beginning and at the end of the semester as pre- and post-tests. Pre- and post-test results were compared, using a t-test in SPSS packet program. Results showed a meaningful difference between groups in favor of the experimental group (t 58=5.06; p=.00 <.05).
RDL Kalıcı Kaydıİncele - Conference ObjectAçık Erişim2011An evaluation of activities designed in accordance with the 5E model by would-be science teachers
Açişli, Sibel; Yalçin, Sema Altun; Turgut, Ümit; Akcamete, G; Uzunboylu, H; Oulmu, S; Karahoca, A; Babadoan, C; Ozdamli, F; Kanbul, S
This study aimed to evaluate activities designed by would-be science teachers in parallel to the 5E Model, based on the constructivist theory. It is a specific-case study from document analysis, and was carried out with 32 students. The would-be teachers were given different subjects from the science and technology curriculum. They then designed activities suitable for the acquisition of the subjects and applicable to the 5E Model, and presented their results in reports. 32 4th-grade students prepared two activities, for a total of 16 activities. The data of the study comprises a quantitative analysis of the activities created by the would-be teachers, which was examined through the criteria and graded. In the analysis, some shortcomings were observed in the would-be teachers' understanding of the 5E Model, such as in the activity-development process, in transitions between the steps, and in associating the activities with daily life.
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