Feride Şahin | Celal Bayar University (original) (raw)

Papers by Feride Şahin

European Journal of Education Studies, 2020

The Examination of the Relationship Between Scientific Literacy and Some Cognitively Based Individual Differences in Terms of Gender, 2023

The aim of this study is to examine whether the structural model that Sahin and Ates (2020) put f... more The aim of this study is to examine whether the structural model that Sahin and Ates (2020) put forward about the relationship among students' scientific literacy levels, logical thinking ability, cognitive styles, mental capacity, and mental rotation ability differ in terms of gender. A causalcomparative model approach was used in this study. The sample of the research was 823 seventhgrade students in the central districts of Ankara. This sample was created using the random stratified sampling method. In the study, it is seen that 64% of the variance in the scientific literacy scores of the females and 48% of the variance in the scientific literacy scores of the males are explained by the cognitively based variables. Comparing male and female students in the data analyses, the predictive effect of the mental rotation ability of female students on the logical thinking ability was not significant. In male students, when only the direct effects were examined, the effect of cognitive styles on scientific literacy was not significant. Based on the results of the study, it is thought that examining the interactions among the activities related to learning, teaching, and assessment process used in science classes, and cognitive styles will play an important role in the process of removing inequalities of opportunity arising from possible gender-cognitive style interaction in the process of raising scientifically literate individuals.

This research evaluated the effect of guided inquiry approach-based laboratory activity within th... more This research evaluated the effect of guided inquiry approach-based laboratory activity within the scope of lifelong learning, in which daily life context is used, on developing pre-service science teachers' learning processes. The study groups for the research consisted of six pre-service science teachers who were seniors in the science education department at a university in the west of Turkey. The holistic single-case design was used as the research method in this study. One of the topics related to enzymes we encounter in many areas of daily life is the concept of enzymatic browning. In this study, starting from a daily life context, an activity that includes the chemical change emphasis underlying the enzymatic browning event and the factors affecting the work of enzymes is discussed. In this context, the guided inquiry learning approach, in which the hypothetico-deductive reasoning cycle is used in laboratory practices in teacher education, is based on the activity. At the end of the activity, experiment reports, science journals, and concept maps were evaluated. As a result of the evaluation, it was seen that the students not only designed scientific research and tested their hypotheses consistently and accurately but also obtained subject gains related to enzymes and chemical change. Since it is understood that the activity supports lifelong learning in terms of both the skills developed and the ideas reflected by the pre-service teachers, using similar practices in teacher education can be recommended.

Science insights education frontiers, Dec 31, 2022

In this study, it was aimed to investigate the effects of guided inquiry learning approach-based ... more In this study, it was aimed to investigate the effects of guided inquiry learning approach-based laboratory applications on the scientific reasoning skills of pre-service science teachers with different cognitive styles. Additionally, the opinions of pre-service science teachers with different cognitive styles about the effects of the application carried out in the study on the improvement of their scientific reasoning skills were also examined. The sample consisted of five pre-service science teachers studying at a state university in the west of Turkey. In the study, the partially mixed sequential dominant status design, which is a mixed-method research design, was used. The scientific reasoning skills of the participants were determined by using the Classroom Test of Formal Reasoning, and their cognitive styles were identified with the Group Embedded Figures Test. The opinions of the participants were taken through focus group interviews held after the application. As a result of the analysis, it was observed that the participants with field-dependent and field-intermediate cognitive styles achieved more targeted outcomes compared to those with field-independent cognitive styles. The potential relationship of this finding to the use of the guided inquiry learning approach and the hypothetico-deductive reasoning cycle during the applications was analyzed in terms of the concept of information processing, and recommendations were made for researchers.

Laboratory as an Instrument in Improving the Scientific Reasoning Skills of Pre-Service Science Teachers with Different Cognitive Styles, 2022

Science Insights Education Frontiers , 2022

The aim of this study was to investigate the pre-service teachers’ metacognitive activities occur... more The aim of this study was to investigate the pre-service teachers’ metacognitive activities occurring in the teaching scientific reasoning skills with the POE technique. The participants of the research included six pre-service science teachers who were seniors in the science education department of at a university in the west of Turkey. The holistic single-case design was used as the research method in this study. The POE Activity Report, an Activity Journal and a Semi-structured Metacognition Observation Form were used to examine the participants’ metacognitive activities. Inductive and comparative analysis was used to. It was found that (i) the pre-service teachers performed various monitoring activities (f = 13) and evaluating activities (f = 4) in the teaching of six different scientific reasoning skills (control of variables, proportional reasoning, correlation reasoning, probability reasoning, combinational reasoning, hypothetical-deductive reasoning) with the POE technique; (ii) there was more variety in metacognitive activities performed by pre-service teachers in teaching of control of variables (f = 15), there was least diversity in the teaching of hypothetical-deductive reasoning skill (f = 10). The results were discussed in line with the related literature, and suggestions were presented regarding the teaching of scientific reasoning skills.

Anadolu Journal Of Educational Sciences International

Bu araştırmada farklı bilişsel stildeki fen bilgisi öğretmen adaylarının rehberli sorgulayıcı öğr... more Bu araştırmada farklı bilişsel stildeki fen bilgisi öğretmen adaylarının rehberli sorgulayıcı öğrenme yaklaşımı temelli laboratuvar uygulamalarına ilişkin görüşlerinin belirlenmesi amaçlanmıştır. Araştırmanın çalışma grubunu bir devlet üniversitesinde öğrenim gören altı fen bilgisi öğretmen adayı oluşturmaktadır. Bu araştırmada nitel araştırma desenlerinden durum çalışması kullanılmıştır. Durum çalışması desenlerinden iç içe geçmiş tek durum deseninin kullanıldığı araştırmada öğretmen adayı görüşleri, uygulama sonrası yapılan odak grup görüşmesi ile belirlenmiştir. Farklı bilişsel stildeki öğretmen adaylarının rehberli sorgulayıcı öğrenme yaklaşımı temelli laboratuvar uygulamalarına ilişkin görüşlerine yönelik nitel veriler üzerinden içerik analizi yapılmıştır. Araştırma sonucunda öğretmen adayları yapılan uygulamanın açık uçlu doğada olmasının, bilimsel düşünme alışkanlığı geliştirmeleri, olayları farklı bakış açısı ile görebilmeleri, deneylerin motivasyon arttırıcı ve eğlenceli ol...

TED EĞİTİM VE BİLİM

Bu çalışmanın amacı, yedinci sınıf öğrencilerinin bilimsel okuryazarlık düzeyleri ile mantıksal d... more Bu çalışmanın amacı, yedinci sınıf öğrencilerinin bilimsel okuryazarlık düzeyleri ile mantıksal düşünme yetenekleri, bilişsel stilleri (alan bağımlı/alan bağımsız), fonksiyonel mental kapasiteleri ve zihinsel döndürme yetenekleri arasındaki olası ilişkileri modellemektir. Bu amaçla belirtilen değişkenler arasındaki ilişkiyi açıklayacağı düşünülen bir teorik model ortaya konmuş daha sonra bu model Yapısal Eşitlik Modellemesi (YEM) teknikleri kullanılarak test edilmiştir. Araştırmanın örneklemini, Ankara merkez ilçelerinden seçkisiz tabakalı örnekleme yöntemi ile belirlenen 823 yedinci sınıf öğrencisi oluşturmaktadır. Çalışmada toplanan verilerin analizi araştırmada önerilen teorik modeli desteklemektedir. Modele göre, yedinci sınıf öğrencilerinin mantıksal düşünme yetenekleri öğrencilerin bilimsel okuryazarlık düzeylerini sadece doğrudan etkileyen tek değişkendir. Alan bağımlı/alan bağımsız bilişsel stiller hem doğrudan hem diğer bütün bilişsel değişkenler üzerinden dolaylı olarak bilimsel okuryazarlık düzeyini etkilemektedir. Fonksiyonel mental kapasite hem doğrudan hem de zihinsel döndürme yeteneği ve mantıksal düşünme yeteneği üzerinden dolaylı olarak bağımlı değişkeni etkilemektedir. Zihinsel döndürme yetenekleri hem doğrudan hem de sadece mantıksal düşünme yeteneği üzerinden dolaylı olarak bilimsel okuryazarlık düzeylerini etkilemektedir. Son olarak araştırmadan elde edilen bulgular, ilgili alan yazındaki araştırmalarla karşılaştırılarak, araştırmacılara ve fen eğitimi uygulayıcılarına öneriler sunulmuştur.

The Views of Prospective Science Teachers with Different Cognitive Styles about Laboratory Practices Where Guided Inquiry is Implemented , 2022

This study aimed to determine the views of prospective science teachers with different cognitive ... more This study aimed to determine the views of prospective science teachers with different cognitive styles about laboratory practices that are based on the guided inquiry learning approach. The sample of the study consisted of six prospective science teachers enrolled in a state university. The case study method, which is a qualitative research method, was used in the study. Among case study designs, the embedded single-case design was used, and the views of the participants were determined after a focus group meeting held following the implementation. Content analysis was carried out on the qualitative data of the views of the participants about laboratory practices that were based on the guided inquiry learning approach. As a result of the study, pre-service teachers think that the open-ended nature of the experiments contributes to the development of scientific thinking habits, to see the events from a different perspective, and to the motivation and fun of the experiments. The participants also stated that the use of the hypothetico-deductive reasoning cycle in the experiments contributed to them due to the contextual and structural characteristics of the cycle. It was observed that the participants emphasized the significant contribution of both the open-ended nature of the experiments and the use of the hypothetico-deductive reasoning cycle in the experiments on the process of checking preliminary knowledge before the experiments. In addition to the students' views on guided inquiry learning approach-based laboratory practices in the study, suggestions were presented regarding the use of guided inquiry learning approach-based laboratory practices in terms of field dependent/field independent cognitive styles in line with the relevant literature.

Makalenin Geliş Tarihi: 17.10.2016 Yayına Kabul Tarihi: 16.12.2016 ÖZ Lisansüstü öğrencileri sosy... more Makalenin Geliş Tarihi: 17.10.2016 Yayına Kabul Tarihi: 16.12.2016 ÖZ Lisansüstü öğrencileri sosyal bilimler alanında tez yazma sürecinde sıklıkla zorluklarla karşılaşmakta ve çalışmalarını nitelikli olarak raporlaştırma konusunda zorlanmaktadırlar. Bu araştırmada, sosyal bilimler alanında tez yazım sürecinde çalışmaları raporlaştırmaya yardımcı olabilecek teorik bilgilerin verilmesi amaçlanmıştır. Bu çalışma oluşturulurken ulusal ve uluslararası tez arşivinde yer alan 172 tezden, 19 kitaptan ve 23 makale ve rapor gibi diğer kaynaklardan yararlanılmıştır. Bu doğrultuda " Bir tezin problemi, araştırma soruları, amacı, önemi, sınırlılıkları ve varsayımları nasıl ifade edilir? " ve " Bir tezin bulgular (findings), sonuçlar (results), sonuçların özeti (conclusions), iddia (assertions), tartışma (discussion), doğurgu (implications), öneriler (recommendations) bölümleri nasıl ifade edilir? sorularına cevap verilmeye çalışılmıştır. Ayrıca nicel ve nitel yaklaşımlar bakımından her bir bölüm için ne tür farklılıkların olduğu da ortaya konulmuştur. Son olarak, her bir bölümü yazarken başvurulabilecek, nitelikli tez veya makale örnekleri verilerek okuyucuya yol gösterici açıklamalar yapılmıştır.  Yazarlar bu çalışmaya eşit seviyede katkıda bulunmuştur. Bu çalışmanın yayım süreci esnasında elim bir hastalık nedeniyle aramızdan ayrılan ve yazarlardan biri olan Emine GÖK' ü rahmetle anıyoruz.

KeywordsCognitive Individual Differences Field-dependent/Fieldindependent Cognitive Styles Logica... more KeywordsCognitive Individual Differences
Field-dependent/Fieldindependent Cognitive Styles
Logical Thinking Ability
Mental Capacity
Mental Rotation Ability
Scientific Literacy
Structural Equation Modeling

ANALYSIS OF SELF-EFFICACY BELIEFS FOR SCIENTIFIC LITERACY OF THE SEVENTH-GRADE STUDENTS WITH DIFFERENT COGNITIVE STYLES, 2020

The objective of this study is to ascertain whether there is a significant difference between sel... more The objective of this study is to ascertain whether there is a significant difference between self-efficacy beliefs for scientific literacy of the seventh grade students having field dependent and field independent cognitive styles and to find out whether the cognitive style of students is a significant predictor of students’ self-efficacy beliefs for scientific literacy. Benefiting from correlational survey model, a quantitative research method, the study which is addressed to a sample composed of823 seventh grade students enrolled in Ankara in the school year of 2015-2016. Scientific Literacy Self-Efficacy Scale was used in order to find out students’ self-efficacy beliefs for scientific literacy whereas Group Embedded Figures Test was utilized in order to ascertain whether students had field dependent or field independent cognitive styles. In the research, it was discerned that the cognitive style is a statistically significant predictor of students’ self-efficacy beliefs for scientific literacy (R2=0.04,F(1.821)=29.30, p<.00). Besides, it was found that there was a statistically significant difference in the mean of scores of self-efficacy beliefs for scientific literacy of field dependent, moderately field dependent and field independent students in favor of field independent students [(F(2.822)=13.61;p<.05]. Based on the results obtained from the research, it is thought that efforts to analyze the characteristic features of studentswith different cognitive styles, teaching environments convenient for these students and measurement & evaluation approaches will help to raise students as scientifically literate individuals.

Adaptation of the Scientific Literacy Scale Developed for Middle School Students, 2018

In this research, the Scientific Literacy Assessment (SLA), developed by Fives, Huebner, Bırnbaum... more In this research, the Scientific Literacy Assessment (SLA), developed by Fives, Huebner, Bırnbaum & Nicolich (2014) for secondary school students was adapted to Turkish language. This instrument has two scales in it. The first is the Demonstrated Scientific Literacy (SL-D) test with a one-factor structure; the second is the Scientific Literacy Motivation and Beliefs (SL-MB) scale with a three-factor structure. Following the linguistic equivalence study, the scale was implemented to 500 seventh grade students who were selected by random stratified sampling method from the central provinces of Ankara for validity and reliability study. Structural validity of both scales was examined using confirmatory factor analysis (CFA) technique. Analyses for SL-D showed that questions 10, 11, 15, and 16 in the test were not valid indicators of this structure. The necessary corrections were made for these questions and the new version was applied to 823 different students who were selected by random stratified sampling method from the central provinces of Ankara. As a result of the CFA analyses, the goodness of fit criterion showed that the one-factor structure of the test was acceptable, but the question 16 is not a valid indicator of SL-D structure. As a result of interviews with field experts, the 16th question was removed from the test. The reliability coefficient of the test was found to be 0.66 As a result of the CFA analyses performed for SL-MB, the goodness-of-fit criterion indicates that the scale's structure is acceptable. The Cronbach's Alpha internal consistency coefficient for the SL-MB was found to be 0.70 for the subscale of subjective task value, 0.70 for scientific literacy self-efficacy and 0.86 for personal epistemology for science. The Cronbach's alpha internal consistency coefficient for the scale was 0.78. based on the findings of the research, it is decided that the Turkish-adapted form of the SLA is a valid and reliable measurement tool and it can be used to measure the scientific literacy achievement to the students of the specified grade.
Keywords: Scientific literacy, Subjective Task Value, Scientific Literacy Self-Efficacy, Personal Epistemology for Science.