Ahmet Kıray | Necmettin Erbakan (original) (raw)

Papers by Ahmet Kıray

– Heat and temperature are two concepts that we often meet in daily life. Thus, in the present st... more – Heat and temperature are two concepts that we often meet in daily life. Thus, in the present study it is aimed to determine misconceptions about heat and temperature. In the paper, the studies found in the literature conducted on misconceptions about heat and temperature between the years 2005-2015 were examined. Document analyses was used as the method of study. The data were analyzed by content analysis method. The study was limited to the studies originated in Turkey and found in the databases of " EBSCO " , " Tübitak Journalpark " , and " National Thesis Center " between the years of 2 005-2015. The review focused on the detected misconceptions and the methods for detecting these misconceptions. It was found that there were differences in the methods for detecting these misconceptions between the periods of 2005-2009 and 2010-2015. A total of one hundred twenty-one misconceptions were identified. In fifty-six of the misconceptions, the concept of temperature was misused, in fourty-four of them, the concept of heat was misused, and in twenty-one of them, the concepts of heat and temperature were mistakenly used together.

Today, it is of great importance that teachers have pedagogical and technological knowledge in ad... more Today, it is of great importance that teachers have pedagogical and technological knowledge in addition to content knowledge. For this reason, the present study aims to develop a TPACK self-efficacy scale for preservice science teachers by following the theoretical framework of technological pedagogical and content knowledge (TPACK), as suggested by Koehler and Mishra (2006). The scale consists of seven subscales, which are technology knowledge (TK), pedagogy knowledge (PK), content knowledge (CK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), pedagogical content knowledge (PCK), and technological pedagogical content knowledge (TPCK) with a total of 55 items. A total of 467 preservice science teachers from four different universities in Turkey participated in the study. The Cronbach's alpha reliability coefficient of the scale was calculated as 0.969. Following the modification suggestions, confirmatory factor analyses showed that the model fit the scale adequately. The study found significant differences between the bottom and top groups; this shows the sufficiency of the items’ discriminatory powers. As the result of these analyses, it was found out that the scale had the necessary properties required for measuring the TPACK self-efficacy perceptions of preservice science teachers.

The purpose of this study is twofold. Firstly, it attempts to determine the pre-service science t... more The purpose of this study is twofold. Firstly, it attempts to determine the
pre-service science teachers’ misconceptions about floating and sinking. Secondly, it aims to reveal the level of pre-service science teachers’ misconceptions, scientificknowledge, lack of knowledge, and lack of confidence related to floating and sinking. To conduct the study, a diagnostic instrument of sinking and floating (DISF) with three tiers was developed and used. The three tiers were used to calculate a KR-20 reliability coefficient of 0.804 for the scientific knowledge and a KR-20 reliability coefficient of 0.768 for the misconceptions. The data was
collected from 377 pre-service science teachers from three different universities in Turkey. 74 misconceptions about floating and sinking were found. These misconceptions were classified under seven categories. The results of the study demonstrated that the pre-service science teachers had many misconceptions, low scientific knowledge level, and low confidence level in their knowledge about floating and sinking.

The purpose of this study is to reveal the preservice science teachers' difficulties about the co... more The purpose of this study is to reveal the preservice science teachers' difficulties about the concept of atoms. The data was collected from two different sources: The Draw an Atom Test (DAAT) and face-to-face interviews. Draw an atom test (DAAT) were administered to the 142 science teacher candidates. To elaborate the results, the researcher conducted face-to-face interviews with 15 students. The students’ drawings were analyzed and grouped into eight different categories. These categories were: 1- Rutherford atomic model, 2- Bohr atomic model, 3- Probability orbit model, 4- Probability model, 5- Electronium model, 6- Electronium orbit model, 7- Orbital model, and 8- Wave orbit model. Based on the results, the Bohr atomic model was the most drawn model by the students while probability atomic model, the wave orbit model, and Electronium orbit model were the least drawn. Moreover, the study demonstrated that the pre-service science teachers had difficulty in grasping atom, electron cloud, and orbital concepts as well as the atom models, the probable nature of quantum physics, and wave-particle duality.

The purpose of this article is to identify the order of significance of the variables that affect... more The purpose of this article is to identify the order of significance of the variables that affect science and
mathematics achievement in middle school students. For this aim, the study deals with the relationship between
science and math in terms of different angles using the perspectives of multiple causes-single effect and of
multiple causes-multiple effects. Furthermore, the study examines and reveals how the reading skills, problem
solving skills, cognitive and affective variables influence the math and science achievement. The data was
collected from the results of Turkish students who participated in three international examinations; TIMSS
1999, PISA 2003 and PISA 2006. We analyzed the data using two data-mining methods (decision trees and
clustering). The findings show that science or mathematics achievement is not influenced by the course-specific
variable alone but also by other related variables. The following variables are the most important; the students’
reading and problem-solving skills affected both mathematics and science achievement; the mathematics
achievement affected the science achievement; and the science achievement affected the mathematics
achievement. It is also found that the affective variables have almost equally significant effects on the science
and mathematics achievement.
Key words: Integrated science and mathematics; data mining; TIMSS; PISA

International Journal of Education in Mathematics, Science and Technology, Apr 1, 2013

This study was conducted to determine whether a lesson, in which context-based learning approach ... more This study was conducted to determine whether a lesson, in which context-based learning approach and
scientific stories were used, changed students' (aged 11-12) stereotypical images of science and scientists. Data
was collected from two separate sources: Interviews conducted with six students and Draw a Scientist Test
(DAST) document that was given to 80 students (before and after the intervention). In the study, context-based
learning approach with scientific stories was used as intervention after which a change in students’ ideas about
science and scientists was observed. At the end of the study, changes were observed in various categories of
stereotypical images of scientists, such as use laboratory tools (test tubes, glass bottles, magnifying glasses,
chemicals, etc.), use of technological appliances (computers, microscopes, telescopes, machines, robots, etc.),
scientists who study living things (plants, animals, humans), scientists who study inside a laboratory, scientists
who study outdoors (nature, space, etc.). At the same time changes in students’ understanding of nature of
science were observed. After the intervention, clues about student ideas such as, there is more than one scientific
method, there is no single criteria for doing science, scientists use their imagination in their studies, and
scientists’ studies are not limited to one field were observed. In the course of the study, student’s ideas about
science changed from a positivist philosophy toward a heuristic philosophy.

Recently, the interest in ensuring integration between science and mathematics has been increasin... more Recently, the interest in ensuring integration between science and mathematics has been increasing. Taking this interest into consideration, this paper investigates whether or not a programme integrating particular attainments of science and technology, and mathematics classes in Turkey is effective. The study was performed in the educational term of 2007-2008 with 8 th grade students (aged 14 and 15) of a middle school in Ankara. The workgroup in the study consisted of 90 students in total from three classrooms; two of them were the experiment group (30+30 students) and one was the control group (30 students). The mixed method was utilized in the study. The quantitative data obtained from the measurements performed with the tests developed were compared using variance analysis (one-way ANOVA) and covariance analysis (ANCOVA). These findings were discussed by integrating the opinions of the teachers and the students and the qualitative findings obtained from the researcher's log. The outcomes of the study indicated that the programme, called by the researchers "Sciencecentred mathematics-assisted integration", increases the achievement of the students, if applied properly. Nonetheless, the outcomes also indicated that the teachers' lack of content knowledge and basic skills in science and mathematics has an adverse effect on the achievement of the students. It is believed that the outcomes of the study will make a contribution to the institutions educating science and mathematics teachers and to the institutions providing teachers with in-service training.

The aim of this study is to develop an integrated scientific and mathematical model that is suite... more The aim of this study is to develop an integrated scientific and mathematical model that is suited to the background of Turkish teachers. The dimensions of the model are given and compared to the models which have been previously developed and the findings of earlier studies on the topic. The model is called the balance, reflecting the significance of balance in the process of integration. The balance model includes five dimensions: content, skills, the teaching-learning process, affective characteristics, measurement and assessment. The goal of the balance model is to keep the content/standards the same as their original values.

ide.konya.edu.tr

Alanyazında problem çözme yönteminin farklı uygulamaları olmasına rağmen bunların tamamının öğren... more Alanyazında problem çözme yönteminin farklı uygulamaları olmasına rağmen bunların tamamının öğrencilerin başarılarını artırmada etkili olduğunu gösteren güçlü bulgular (kanıtlar) vardır. Bu araştırmada bu kanıtlardan destek alarak fen öğretimi için problem çözme yönteminin farklı bir uygulama tarzına yer verilmiştir. Çalışmada Polya'nın problem çözme basamaklarını temel alarak oluşturulan ve uygulanan problem çözme yönteminin öğrencilerin fen dersindeki erişileri üzerinde etkili olup olmadığı araştırılmıştır. Uygulama Konya'daki bir ilköğretim okulunun yedinci sınıf (13 ve 14 yaş) öğrencileri ile gerçekleştirilmiştir. Çalışma grubunu ilköğretim okulundaki üçü deney (76 öğrenci) üçü kontrol (84 öğrenci) olmak üzere altı şubedeki toplam 160 öğrenci oluşturmuştur. Geliştirilen test ile uygulama öncesinde ve sonrasında yapılan ölçümlerde öğrencilerin puanları t testi ile karşılaştırılmıştır. Araştırma sonuçları uyarlanan problem çözme yönteminin uygulandığı deney grubu öğrencilerinin bilgi, kavrama, uygulama ve uygulama üstü düzeyindeki soruları çözmede geleneksel eğitim alan kontrol grubundan daha başarılı olduğunu göstermiştir. Araştırma sonuçlarının problem çözme yöntemi ve kanıt temelli eğitim (evidence informed practice) alanındaki çalışmaların fen öğretimi alanında yaygın şekilde kullanılmasına katkı sağlaması düşünülmektedir.

Procedia-Social and Behavioral …, 2011

The purpose of this study is to investigate science student teachers’ ideas about the ‘gene’ conc... more The purpose of this study is to investigate science student teachers’ ideas about the ‘gene’ concept. This study focuses on the following questions: What kind of descriptions do science student teachers ascribe to gene? What categories can be derived from these descriptions in terms of common features? A total of 140 participating students, who were studying to become primary science

Books by Ahmet Kıray

= İş, güç, enerji kavramları arasındaki ilişkiyi keşfedeceksiniz. = Enerjinin bir türden başka bi... more = İş, güç, enerji kavramları arasındaki ilişkiyi keşfedeceksiniz. = Enerjinin bir türden başka bir türe dönüşebileceğini, enerjinin aktarılmasını ve enerji korunumunu öğreneceksiniz.

Mil lîEği timBa kan lı ğıTa limveTer bi yeKu ru lu nun08.12.2011ta rihve225sa yı lıku rulka ra rı... more Mil lîEği timBa kan lı ğıTa limveTer bi yeKu ru lu nun08.12.2011ta rihve225sa yı lıku rulka ra rıy la 2012-2013öğ re timyı lın daniti ba ren5(beş)yılsü rey leders ki ta bı ola rakka buledil miş tir.

Conference Presentations by Ahmet Kıray

Analojilerin soyut kavramları somutlaştırmak ve öğrencileri konuya motive etmek gibi birçok fayda... more Analojilerin soyut kavramları somutlaştırmak ve öğrencileri konuya motive etmek gibi birçok faydaları vardır. Bu bakımdan fen eğitiminde önemli bir öğretim aracı olarak analojilere çok sık başvurulmakta ve ders kitaplarında da yaygın biçimde kullanılmaktadır. Fen ve teknoloji ders kitaplarındaki analojileri ele alan bu çalışma, analojilerden daha iyi fayda sağlanabilmesi açısından öğretmenlere ve öğrencilere fayda sağlayacağı ümidiyle hazırlanmıştır. Çalışmada, ilköğretim öğrencileri için hazırlanan 4., 5. ve 6. sınıf fen ve teknoloji ders kitaplarında, hangi tip analojilerin bulunduğu ve bunların ne sıklıkta kullanıldığı incelenmiştir. Çalışmada Milli Eğitim Bakanlığı tarafından önerilen on adet fen ve teknoloji ders kitabı incelenmiştir. Belirlenen analojiler, Thiele ve Treagust (1994) tarafından geliştirilen analoji sınıflandırma sistemine göre analojik ilişki, sunuluş biçimi, soyutluk düzeyi, hedefe ilişkin kaynağın pozisyonu, zenginlik düzeyi, konu öncesi yönlendirme ve sınırlılıklar gibi kriterlere göre sınıflandırılmıştır. Fen ve teknoloji ders kitaplarında toplam 144 analoji tespit edilmiştir. Analojilerin daha çok fonksiyonel analoji, sözel analoji, somut-soyut analoji, gömülü aktive edici tipteki analoji ve basit analoji şeklinde yapılandırıldığı görülmüştür. Ayrıca ders kitaplarında sunulan analojilerde kaynak açıklaması ve strateji tanımının yetersiz olduğu ve analojilerin sınırlılıklarının gerekli şekilde belirtilmediği tespit edilmiştir. Sonuçlar literatür bilgisi ile karşılaştırılmış ve öneriler geliştirilmiştir.

Thesis Chapters by Ahmet Kıray

In this study, the effectiveness of an integrated science and mathematics program in middle schoo... more In this study, the effectiveness of an integrated science and mathematics program in middle school was being investigated. The theoretical design of this research was modeled through the five dimensions: content, teaching-learning process, skills, affective characters, assessment and evaluation. This model was being named as " Balance Model " by the researcher. The model consists of seven steps, the four of them were implemented in a middle school's 8th grade curriculum during the 2007-2008 school year in the province of Ankara. A total of 90 students participated in the study. Data collected through multiple choice tests, developed by the researcher. In addition, semi-structured interviews were administrated to obtain more data from students and teachers. The results have shown that when the integrated science and mathematics program is implemented by teachers who have developed a good understanding both in mathematics and science, their students performed better in solving integrated questions. However, those students were unable to demonstrate same performance in solving nonintegrated math and/or science questions. Therefore, the type of question is an important factor in integrated math and science program. Nonetheless, teachers who have underdeveloped understanding in science and/or math, influenced their students negatively in solving nonintegrated questions, and in some cases causing students to perform worse than the control group. However, no difference was observed in solving integrated questions. In order for the integrated science and mathematics program to be effectively implemented, it is essential for teachers to have good skills and good understandings of content in both science and mathematics curriculum. Teachers should realize that affective characters in science (or in math) might influence students' success in both science and mathematics.

Bu araştırmada, ilköğretim ikinci kademede uygulanan fen ve matematik entegrasyonu programının et... more Bu araştırmada, ilköğretim ikinci kademede uygulanan fen ve matematik entegrasyonu programının etkililiği araştırılmıştır. Araştırmanın teorik boyutu için araştırmacı tarafından içerik, öğretme-öğrenme süreci, beceriler, duyuşsal özellikler, ölçme ve değerlendirme boyutlarından oluşan bir model geliştirilmiş ve bu model “Terazi Modeli” olarak adlandırılmıştır. Yedi basamaklı modelin dört basamağı 2007-2008 öğretim yılında, Ankara ilinde bir ilköğretim okulunun 8. sınıf öğrencilerine uygulanmıştır. Araştırmaya deney ve kontrol gruplarında yer alan toplam 90 öğrenci katılmıştır. Veriler araştırmacı tarafından geliştirilen çoktan seçmeli testler ile toplanmıştır. Ayrıca, yarı yapılandırılmış görüşmeler ile öğretmenlerden ve öğrencilerden ilave veriler toplanmıştır.
Sonuçlar, fen ve matematik entegrasyonu programının hem fen hem de matematiğe karşı iyi anlayış geliştirmiş ö ğretmenler tarafından uygulandığında, öğrencilerin bütünleştirilmiş fen ve matematik sorularını çözme performanslarının daha iyi olduğunu göstermektedir. Bununla birlikte programda yer alan öğrenciler bütünleştirilmemiş soruları çözmede aynı performansı gösterememiştir. Bu bulgu fen ve matematik entegrasyonu programında soru tipinin önemli bir faktör olduğunu göstermektedir. Fen ve matematik entegrasyonu programı fen ve matematiğe karşı iyi anlayış geliştirmemiş öğretmenler tarafından uygulandığında, öğrenciler bütünleştirilmemiş soruları çözerken negatif şekilde etkilenmektedir ve bazı durumlarda kontrol grubundan daha kötü performans sergilemektedir. Bütünleştirilmiş soruları çözmede ise kontrol grubuna karşı bazı durumlarda bir avantaj sağlayamamaktadır. Fen ve matematik programının etkili şekilde uygulanabilmesi için öğretmenlerin hem fen hem de matematik programının içerik ve becerilerine hakim olması hayati derecede önemlidir. Fen ve matematik entegrasyonu programını uygulayan öğretmenler, fen ya da matematiğe ait bir duyuşsal özelliğin sadece fen ya da sadece matematik dersini değil her iki dersteki başarıya da etki edeceğinin farkında olmalıdır.

International Journal of Education in Mathematics, Science and Technology, Apr 1, 2013

ide.konya.edu.tr

Procedia-Social and Behavioral …, 2011