Hasene Esra YILDIRIR | Balikesir University (original) (raw)
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Papers by Hasene Esra YILDIRIR
Pegem Eğitim ve Öğretim Dergisi, Dec 5, 2017
European Journal of Education Studies, 2018
The current study aimed at examining the utility of a word association test in revealing students... more The current study aimed at examining the utility of a word association test in revealing students’ cognitive structure in a specific chemistry topic through a word association test. The participants were 153 6th graders in a western Turkish city. The results revealed that the word association test serves a useful purpose in exploring the students’ cognitive structure with regard to physical and chemical change and identifying their misconceptions about this topic. Some students gave irrelevant responses to stimulus words and seemed to have difficulty with distinguishing between physical and chemical changes. Implications for teacher education were discussed. Article visualizations:
International Journal of Research in Education and Science
The purpose of this study was to determine the state of secondary school students’ cognitive stru... more The purpose of this study was to determine the state of secondary school students’ cognitive structures about argument and related concepts and to reveal the change in their cognitive structures regarding these concepts after the implementation of the argumentation-oriented approach in science lessons. This study was conducted in Grade 6, 7, 8 classes, including a total of 80 students. This study follows a pre-experimental one group pretest–posttest design. Students were administered a word association test (WAT) covering argument and related concepts prior to and following the lessons. The results obtained from the WAT show that the students’ cognitive structures progressed from the pretest to posttest, with an increase in the number of response words and connections between words, and with a change in the nature of these connections. As a result of teaching science lessons through argumentation, it was detected that cognitive structures of students regarding argument and related c...
Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi
Journal of Baltic Science Education
The right and wrong mental models that learners have about the changes in the matter have a great... more The right and wrong mental models that learners have about the changes in the matter have a great importance in understanding the basis of the chemistry. Therefore, the main purpose of this research was to identify students’ misconceptions with regard to physical and chemical change and to come up with models to explain their understanding of this topic. This research was qualitative descriptive with cross-sectional design. The participants were 148 6th graders in Kütahya which is a western city of Turkey. The data were collected through a questionnaire containing five open-ended questions. Additionally, for a more detailed analysis, 28 participants were interviewed to explore the mental models that emerged. Analysis of responses to the questionnaire generated four mental models (Particle Motion Model, Moving Away Particle Model, Particle Motion+Moving Away Particle Model, Macro Model) for physical change and three mental models for chemical change (Changing Particle Model, Moving A...
Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi
Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi
Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi
Abant Izzet Baysal Universitesi Egitim Fakultesi Dergisi, Dec 30, 2014
In this study, it was aimed to determine argumentation processes used by chemistry teachers and ... more In this study, it was aimed to determine argumentation processes used by chemistry teachers and
pre-service chemistry teachers in their lessons. Four chemistry and pre-service chemistry teachers
were chosen to attend the study with the easily accessible state sampling technique which is one of
the intentional sampling techniques. The study was conducted based on qualitative research
method. A workshop program was carried out to teach the participants how to perform
argumentation-based lessons in chemistry classes. Chemistry lessons taught by the participants
were both recorded by a video camera and observed by one of the researchers. In order to observe
which argumentation processes were used by participants in these lessons, the observation form,
called as “coding of Argumentation processes” and developed by Simon, Erduran and Osborne
(2006) was used. As a result of the descriptive analysis, which processes the participants used and
how they encouraged students to include in argumentation processes were determined. According
to the findings, it was concluded that participants exhibited more behaviors related to processes
such as "Knowing the definition of Argument", "Talking and Listening" and “Justifying with
Evidence” in their lessons but they didn’t show any behaviors related to the processes such as
“Encouraging Debate through Role Play” and “Reflecting on Argumentation Process”.
… Journal of Science and Mathematics Education, 2011
This study presents the results of an analysis of high school chemistry textbooks and teacher-gen... more This study presents the results of an analysis of high school chemistry textbooks and teacher-generated questions about gas laws. The materials that were analyzed consisted of 456 questions about gas laws found in seven grade 10 chemistry textbooks and 264 teacher-generated examination questions prepared by seven chemistry teachers from three schools. These questions were classified into three categories (recall, algorithmic, and conceptual); the conceptual questions (ConQ) were further classified into six subcategories (particulate, demonstration, tiered, laboratory, analogy, and series completion) using the descriptions provided on the Conceptual Questions and Challenge Problems website. The findings indicate that most of the textbook questions were algorithmic and that these textbooks were less likely to facilitate or encourage student comprehension of the properties and behaviors of gases or gas law theories. Furthermore, most of the textbook questions do not enable students to develop conceptual understanding and gain higher-order cognitive skills. Although the findings imply that most of the teacher-generated questions were ConQ, the large majority were partially conceptual type questions. The major implication of this research is the need for teachers, textbook writers, and academics to consider question types when creating questions or analyzing chemistry questions at all educational levels.
Pegem Eğitim ve Öğretim Dergisi, Dec 5, 2017
European Journal of Education Studies, 2018
The current study aimed at examining the utility of a word association test in revealing students... more The current study aimed at examining the utility of a word association test in revealing students’ cognitive structure in a specific chemistry topic through a word association test. The participants were 153 6th graders in a western Turkish city. The results revealed that the word association test serves a useful purpose in exploring the students’ cognitive structure with regard to physical and chemical change and identifying their misconceptions about this topic. Some students gave irrelevant responses to stimulus words and seemed to have difficulty with distinguishing between physical and chemical changes. Implications for teacher education were discussed. Article visualizations:
International Journal of Research in Education and Science
The purpose of this study was to determine the state of secondary school students’ cognitive stru... more The purpose of this study was to determine the state of secondary school students’ cognitive structures about argument and related concepts and to reveal the change in their cognitive structures regarding these concepts after the implementation of the argumentation-oriented approach in science lessons. This study was conducted in Grade 6, 7, 8 classes, including a total of 80 students. This study follows a pre-experimental one group pretest–posttest design. Students were administered a word association test (WAT) covering argument and related concepts prior to and following the lessons. The results obtained from the WAT show that the students’ cognitive structures progressed from the pretest to posttest, with an increase in the number of response words and connections between words, and with a change in the nature of these connections. As a result of teaching science lessons through argumentation, it was detected that cognitive structures of students regarding argument and related c...
Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi
Journal of Baltic Science Education
The right and wrong mental models that learners have about the changes in the matter have a great... more The right and wrong mental models that learners have about the changes in the matter have a great importance in understanding the basis of the chemistry. Therefore, the main purpose of this research was to identify students’ misconceptions with regard to physical and chemical change and to come up with models to explain their understanding of this topic. This research was qualitative descriptive with cross-sectional design. The participants were 148 6th graders in Kütahya which is a western city of Turkey. The data were collected through a questionnaire containing five open-ended questions. Additionally, for a more detailed analysis, 28 participants were interviewed to explore the mental models that emerged. Analysis of responses to the questionnaire generated four mental models (Particle Motion Model, Moving Away Particle Model, Particle Motion+Moving Away Particle Model, Macro Model) for physical change and three mental models for chemical change (Changing Particle Model, Moving A...
Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi
Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi
Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi
Abant Izzet Baysal Universitesi Egitim Fakultesi Dergisi, Dec 30, 2014
In this study, it was aimed to determine argumentation processes used by chemistry teachers and ... more In this study, it was aimed to determine argumentation processes used by chemistry teachers and
pre-service chemistry teachers in their lessons. Four chemistry and pre-service chemistry teachers
were chosen to attend the study with the easily accessible state sampling technique which is one of
the intentional sampling techniques. The study was conducted based on qualitative research
method. A workshop program was carried out to teach the participants how to perform
argumentation-based lessons in chemistry classes. Chemistry lessons taught by the participants
were both recorded by a video camera and observed by one of the researchers. In order to observe
which argumentation processes were used by participants in these lessons, the observation form,
called as “coding of Argumentation processes” and developed by Simon, Erduran and Osborne
(2006) was used. As a result of the descriptive analysis, which processes the participants used and
how they encouraged students to include in argumentation processes were determined. According
to the findings, it was concluded that participants exhibited more behaviors related to processes
such as "Knowing the definition of Argument", "Talking and Listening" and “Justifying with
Evidence” in their lessons but they didn’t show any behaviors related to the processes such as
“Encouraging Debate through Role Play” and “Reflecting on Argumentation Process”.
… Journal of Science and Mathematics Education, 2011
This study presents the results of an analysis of high school chemistry textbooks and teacher-gen... more This study presents the results of an analysis of high school chemistry textbooks and teacher-generated questions about gas laws. The materials that were analyzed consisted of 456 questions about gas laws found in seven grade 10 chemistry textbooks and 264 teacher-generated examination questions prepared by seven chemistry teachers from three schools. These questions were classified into three categories (recall, algorithmic, and conceptual); the conceptual questions (ConQ) were further classified into six subcategories (particulate, demonstration, tiered, laboratory, analogy, and series completion) using the descriptions provided on the Conceptual Questions and Challenge Problems website. The findings indicate that most of the textbook questions were algorithmic and that these textbooks were less likely to facilitate or encourage student comprehension of the properties and behaviors of gases or gas law theories. Furthermore, most of the textbook questions do not enable students to develop conceptual understanding and gain higher-order cognitive skills. Although the findings imply that most of the teacher-generated questions were ConQ, the large majority were partially conceptual type questions. The major implication of this research is the need for teachers, textbook writers, and academics to consider question types when creating questions or analyzing chemistry questions at all educational levels.