Derya Kaltakci Gurel - Academia.edu (original) (raw)
Papers by Derya Kaltakci Gurel
EURASIA Journal of Mathematics, Science and Technology Education, 2015
Different diagnostic tools have been developed and used by researchers to identify students' conc... more Different diagnostic tools have been developed and used by researchers to identify students' conceptions. The present study aimed to provide an overview of the common diagnostic instruments in science to assess students' misconceptions. Also the study provides a brief comparison of these common diagnostic instruments with their strengths and weaknesses. A total of 273 articles published (from the year 1980 to 2014) in main journals were investigated thoroughly through document analysis method. The study reveals interviews (53%), open-ended tests (34%), multiple-choice tests (32%) and multiple tier tests (13%) as the most commonly used diagnostic tools. However, each tool has some advantages as well as disadvantages over the others that should be kept in mind in their usages. A careful user of a diagnostic instrument such as a classroom teacher or a researcher would be aware of the diagnostic instruments and selects the most effective one for his/her purposes.
Yuzunci Yil Universitesi Egitim Fakultesi Dergisi, 2018
Öz: Bu nedensel karşılaştırmalı araştırma çalışmasında, ortaokul 6., 7. ve 8. sınıf öğrencilerini... more Öz: Bu nedensel karşılaştırmalı araştırma çalışmasında, ortaokul 6., 7. ve 8. sınıf öğrencilerinin ışık konusundaki bağlam temelli sorular ve geleneksel soruları çözebilme düzeylerinin cinsiyete göre karşılaştırılması amaçlanmıştır. Bu nedenle 6., 7. ve 8. sınıf kazanımlarına uygun olarak her sınıf seviyesi için Işık Başarı Testleri (IBT) geliştirilmiştir. IBT'ler 10 bağlam temelli soru (BTS) ve BTS'lere kazanım ve bilişsel düzey olarak denk 10 geleneksel soru olmak üzere 20 çoktan seçmeli sorudan oluşmaktadır. Uygulama, Kocaeli'nin İzmit ilçesinde 869 öğrenciyle (431 kız ve 438 erkek) gerçekleştirilmiş ve veriler SPSS 23.0 programı kullanılarak MANCOVA testi ile analiz edilmiştir. 6. sınıf için IBT Cronbach alfa güvenirlik katsayısı 0.794, 7. sınıf IBT için 0.785, 8. sınıf IBT için 0.824 olarak bulunmuştur. MANCOVA testi sonuçlarına göre 6. sınıf (Wilks' λ=0.987, F(2,290)=1.966, p=0.142), 7. sınıf (Wilks' λ=0.991, F(2,278)=1.257, p=0.286) ve 8. sınıf seviyelerinde (Wilks' λ=0.995, F(2,288)=0.732, p=0.482) IBT toplam puan, BTS puan ve geleneksel soru puanlarında kız ve erkek öğrenciler arasında anlamlı bir fark bulunamamıştır. Elde edilen bulgular yorumlanarak öğretmenlere, araştırmacılara, müfredat geliştiricilere ve ilgili kurumlara çeşitli önerilerde bulunulmuştur.
Science Education International, 2019
Experience and intuition may help explain everyday phenomena. However, physics concepts cannot be... more Experience and intuition may help explain everyday phenomena. However, physics concepts cannot be induced directly from them. Learning physics requires an examination of the ideas of scientifically constructed theoretical frameworks, explaining coherently organized physics concepts. This research examined student teachers' physics knowledge in terms of their everyday explanations and physical reasoning pertaining to everyday concepts. The way in which sources of knowledge influence student teachers' physics learning was also examined. With this aim, a test comprising eight questions-with each question corresponding to an everyday context examining students' everyday explanations, their reasoning, and epistemologies-were developed. By convenience sampling of two universities in Turkey, the test was offered to 360 student teachers who will teach primary and elementary level science in the future. After the relevant t-tests and variance analyses, the results indicated that there was context-sensitivity with respect to physical explanations. In addition, in all of the contexts, propagated and fabricated knowledge allowed the highest scores in each context despite the different kinds of sources stated by student teachers. Educators should have insights about the nature of students' knowledge and reasoning, and they should design their science-related courses by considering students' epistemologies to remove the hidden barrier between every day and formal concepts.
Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 2019
In this study, it was aimed to compare the 6th, 7th and 8th grade elementary school students' ans... more In this study, it was aimed to compare the 6th, 7th and 8th grade elementary school students' answers to the context-based questions (CBQ) and traditional questions about the topic of light. With this aim, Light Achievement Tests (LAT) that contain 20 questions were developed for each grade level. The application was carried out with a total of 869 students studying in Izmit district of Kocaeli. For validity and reliability expert opinions were taken and item analysis? and reliability coefficients were calculated. Cronbach alpha reliability coefficients were found 0.79 for the 6th grade, 0.78 for the 7th grade and 0.82 for the 8th grade. A paired-sample t-test was carried out to compare students' achievement scores on the traditional questions and CBQ. According to results, there was a statistically significant difference between CBQ and traditional question scores of 6th and 8th grade students in favor of CBQ. In 7th grade students' scores, however, there was a statistically significant difference between CBQ and traditional questions scores in favor of traditional questions. However, it was found that effect sizes are small for each grade level.
Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 2017
In this study, it is aimed to investigate master and PhD theses in physics education in Turkey be... more In this study, it is aimed to investigate master and PhD theses in physics education in Turkey between the years 1990 and 2016. Content analysis method was used to investigate research trends in theses. Theses studies in the current research were selected from those registered into the database of Turkish Council of Higher Education Thesis Center. From the database a total of 466 theses were reached in physics education. However, 129 of them whose full-texts are not available online were not included in the study. Eight researchers investigated 337 theses whose full-texts were reached online in the present study. In the study, in order to classify theses 'physics education thesis classification form' was used. In data analysis SPSS 23.0 was used and data gathered from the study were shown in percent and frequency tables. According to the results, between the years 1990 and 2016 laboratory studies, teacher education, curriculum and physics textbook analysis studies labeled as 'other' was found to be the most frequently studied topic. The next frequently studied topic was found to be 'electricity'. As the most frequently studied area 'teaching' is given high priority in physics education theses. It is striking that 'achievement tests' are abundantly used in the studies as data collection tools. The most frequently studied samples were found to be 'secondary school (9-12)' and 'undergraduate' students and the most frequently used data analysis methods were found to be 't-test' and 'frequency-percentage tables'.
Bartın Üniversitesi Eğitim Fakültesi Dergisi, 2018
Physics education is an interdisciplinary research area, which was introduced first by physicists... more Physics education is an interdisciplinary research area, which was introduced first by physicists and has been researched for almost forty years. In this study, basic research areas in physics education, main journals published in this field, national and international congress and conferences, the pioneer physics education research groups in the world and their research areas were critically examined. The present study is a critical research study to find solutions to the questions of other researchers about the current status and recent trends in this field. In this respect, this study is conducted to enhance the students, who are registered undergraduate, graduate and doctoral programs of Science and Physics Education Majors of College of Education, to gain an overall idea about physics education research. In addition, by presenting theoretical and current trends, it aims to provide useful sources for physics educators in their research articles, thesis and projects.
Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 2017
Bilimsel iletişimin vazgeçilmez aracı olan bilimsel dergilerin geçmişi 17. yüzyıla kadar uzanmakt... more Bilimsel iletişimin vazgeçilmez aracı olan bilimsel dergilerin geçmişi 17. yüzyıla kadar uzanmaktadır. Dünya genelinde her geçen gün bilimsel ve akademik dergilerin sayısı artmaktadır. Bu artış bilimsel dergiler arasında rekabete yol açtığı gibi, ayrıca bilim ve teknoloji alanındaki değişimlerden dolayı dergileri yeni arayışlara da yönlendirmektedir. Bu kapsamda bilimsel dergilerin geçmiş dönemlerde izlemiş oldukları yayın politikalarını ve performanslarını incelemek adına dergileri konu alan araştırmaların yapıldığı görülmektedir. Bu makalede 2001 yılında yayın hayatına başlayan MANAS Sosyal Araştırmalar Dergisinde 2012-2018 yılları arasında yayınlanan makalelerin değerlendirmesi yapılmıştır. Makaleler önceden belirlenen makale sayısı, türü, yazar sayısı, yazarların bağlı olduğu kurumlar, makalede kullanılan yöntem, veri toplama ve analizi yöntemi gibi kategorilere göre içerik analizine tabi tutulmuştur. Araştırma sonuçlarına göre en fazla makalenin İşletme alanında, Türkçe, tek yazarlı ve daha çok Dr. Öğretim Üyeleri tarafından yazıldığı bulgusuna ulaşılmıştır. Ayrıca söz konusu çalışmada araştırma yöntemi olarak nicel araştırma yöntemlerinin, veri toplam aracı olarak anketlerin, örneklem yöntemi olarak kolayda örnekleme yönteminin ve veri analiz tekniği olarak da tanımlayıcı istatistiklerin daha çok tercih edildiği belirlenmiştir.
AIP Conference Proceedings, 2007
Identification of Pre‐Service Physics Teachers' Misconceptions on Gravity Concept: A Stu... more Identification of Pre‐Service Physics Teachers' Misconceptions on Gravity Concept: A Study with a 3‐Tier Misconception Test. [AIP Conference Proceedings 899, 499 (2007)]. Derya Kaltakçi, Nilüfer Didiş. Abstract. In this study ...
Hacettepe Universitesi Egitim Fakultesi Dergisi-hacettepe University Journal of Education, 2013
Studies on students’ conceptions and reasoning in geometric optics have revealed that students ha... more Studies on students’ conceptions and reasoning in geometric optics have revealed that students have scientifically incorrect knowledge or lack of understanding in basic optical phenomena. For this reason, as well as the identification of these conceptions or reasoning, the factors or sources that may cause the construction of them should be determined. In the literature, textbooks are considered as one of the main sources of students’ unscientific or lacking conceptions. In introductory optics, students may not recognize the role of the observer’s eye in the formation and the observation of an image. In this study, nine commonly used physics textbooks around the world and the physics textbook advised by Ministry of National Education in Turkey analyzed in terms of the use of observer’s eye and critiqued as a potential source of students’ unscientific or lack of conception in optics. Document analysis method is used in order to analyze the ten textbooks. It is found that the role of ...
AIP Conference Proceedings, 2007
EURASIA Journal of Mathematics, Science and Technology Education, 2015
Different diagnostic tools have been developed and used by researchers to identify students' conc... more Different diagnostic tools have been developed and used by researchers to identify students' conceptions. The present study aimed to provide an overview of the common diagnostic instruments in science to assess students' misconceptions. Also the study provides a brief comparison of these common diagnostic instruments with their strengths and weaknesses. A total of 273 articles published (from the year 1980 to 2014) in main journals were investigated thoroughly through document analysis method. The study reveals interviews (53%), open-ended tests (34%), multiple-choice tests (32%) and multiple tier tests (13%) as the most commonly used diagnostic tools. However, each tool has some advantages as well as disadvantages over the others that should be kept in mind in their usages. A careful user of a diagnostic instrument such as a classroom teacher or a researcher would be aware of the diagnostic instruments and selects the most effective one for his/her purposes.
Yuzunci Yil Universitesi Egitim Fakultesi Dergisi, 2018
Öz: Bu nedensel karşılaştırmalı araştırma çalışmasında, ortaokul 6., 7. ve 8. sınıf öğrencilerini... more Öz: Bu nedensel karşılaştırmalı araştırma çalışmasında, ortaokul 6., 7. ve 8. sınıf öğrencilerinin ışık konusundaki bağlam temelli sorular ve geleneksel soruları çözebilme düzeylerinin cinsiyete göre karşılaştırılması amaçlanmıştır. Bu nedenle 6., 7. ve 8. sınıf kazanımlarına uygun olarak her sınıf seviyesi için Işık Başarı Testleri (IBT) geliştirilmiştir. IBT'ler 10 bağlam temelli soru (BTS) ve BTS'lere kazanım ve bilişsel düzey olarak denk 10 geleneksel soru olmak üzere 20 çoktan seçmeli sorudan oluşmaktadır. Uygulama, Kocaeli'nin İzmit ilçesinde 869 öğrenciyle (431 kız ve 438 erkek) gerçekleştirilmiş ve veriler SPSS 23.0 programı kullanılarak MANCOVA testi ile analiz edilmiştir. 6. sınıf için IBT Cronbach alfa güvenirlik katsayısı 0.794, 7. sınıf IBT için 0.785, 8. sınıf IBT için 0.824 olarak bulunmuştur. MANCOVA testi sonuçlarına göre 6. sınıf (Wilks' λ=0.987, F(2,290)=1.966, p=0.142), 7. sınıf (Wilks' λ=0.991, F(2,278)=1.257, p=0.286) ve 8. sınıf seviyelerinde (Wilks' λ=0.995, F(2,288)=0.732, p=0.482) IBT toplam puan, BTS puan ve geleneksel soru puanlarında kız ve erkek öğrenciler arasında anlamlı bir fark bulunamamıştır. Elde edilen bulgular yorumlanarak öğretmenlere, araştırmacılara, müfredat geliştiricilere ve ilgili kurumlara çeşitli önerilerde bulunulmuştur.
Science Education International, 2019
Experience and intuition may help explain everyday phenomena. However, physics concepts cannot be... more Experience and intuition may help explain everyday phenomena. However, physics concepts cannot be induced directly from them. Learning physics requires an examination of the ideas of scientifically constructed theoretical frameworks, explaining coherently organized physics concepts. This research examined student teachers' physics knowledge in terms of their everyday explanations and physical reasoning pertaining to everyday concepts. The way in which sources of knowledge influence student teachers' physics learning was also examined. With this aim, a test comprising eight questions-with each question corresponding to an everyday context examining students' everyday explanations, their reasoning, and epistemologies-were developed. By convenience sampling of two universities in Turkey, the test was offered to 360 student teachers who will teach primary and elementary level science in the future. After the relevant t-tests and variance analyses, the results indicated that there was context-sensitivity with respect to physical explanations. In addition, in all of the contexts, propagated and fabricated knowledge allowed the highest scores in each context despite the different kinds of sources stated by student teachers. Educators should have insights about the nature of students' knowledge and reasoning, and they should design their science-related courses by considering students' epistemologies to remove the hidden barrier between every day and formal concepts.
Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 2019
In this study, it was aimed to compare the 6th, 7th and 8th grade elementary school students' ans... more In this study, it was aimed to compare the 6th, 7th and 8th grade elementary school students' answers to the context-based questions (CBQ) and traditional questions about the topic of light. With this aim, Light Achievement Tests (LAT) that contain 20 questions were developed for each grade level. The application was carried out with a total of 869 students studying in Izmit district of Kocaeli. For validity and reliability expert opinions were taken and item analysis? and reliability coefficients were calculated. Cronbach alpha reliability coefficients were found 0.79 for the 6th grade, 0.78 for the 7th grade and 0.82 for the 8th grade. A paired-sample t-test was carried out to compare students' achievement scores on the traditional questions and CBQ. According to results, there was a statistically significant difference between CBQ and traditional question scores of 6th and 8th grade students in favor of CBQ. In 7th grade students' scores, however, there was a statistically significant difference between CBQ and traditional questions scores in favor of traditional questions. However, it was found that effect sizes are small for each grade level.
Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 2017
In this study, it is aimed to investigate master and PhD theses in physics education in Turkey be... more In this study, it is aimed to investigate master and PhD theses in physics education in Turkey between the years 1990 and 2016. Content analysis method was used to investigate research trends in theses. Theses studies in the current research were selected from those registered into the database of Turkish Council of Higher Education Thesis Center. From the database a total of 466 theses were reached in physics education. However, 129 of them whose full-texts are not available online were not included in the study. Eight researchers investigated 337 theses whose full-texts were reached online in the present study. In the study, in order to classify theses 'physics education thesis classification form' was used. In data analysis SPSS 23.0 was used and data gathered from the study were shown in percent and frequency tables. According to the results, between the years 1990 and 2016 laboratory studies, teacher education, curriculum and physics textbook analysis studies labeled as 'other' was found to be the most frequently studied topic. The next frequently studied topic was found to be 'electricity'. As the most frequently studied area 'teaching' is given high priority in physics education theses. It is striking that 'achievement tests' are abundantly used in the studies as data collection tools. The most frequently studied samples were found to be 'secondary school (9-12)' and 'undergraduate' students and the most frequently used data analysis methods were found to be 't-test' and 'frequency-percentage tables'.
Bartın Üniversitesi Eğitim Fakültesi Dergisi, 2018
Physics education is an interdisciplinary research area, which was introduced first by physicists... more Physics education is an interdisciplinary research area, which was introduced first by physicists and has been researched for almost forty years. In this study, basic research areas in physics education, main journals published in this field, national and international congress and conferences, the pioneer physics education research groups in the world and their research areas were critically examined. The present study is a critical research study to find solutions to the questions of other researchers about the current status and recent trends in this field. In this respect, this study is conducted to enhance the students, who are registered undergraduate, graduate and doctoral programs of Science and Physics Education Majors of College of Education, to gain an overall idea about physics education research. In addition, by presenting theoretical and current trends, it aims to provide useful sources for physics educators in their research articles, thesis and projects.
Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 2017
Bilimsel iletişimin vazgeçilmez aracı olan bilimsel dergilerin geçmişi 17. yüzyıla kadar uzanmakt... more Bilimsel iletişimin vazgeçilmez aracı olan bilimsel dergilerin geçmişi 17. yüzyıla kadar uzanmaktadır. Dünya genelinde her geçen gün bilimsel ve akademik dergilerin sayısı artmaktadır. Bu artış bilimsel dergiler arasında rekabete yol açtığı gibi, ayrıca bilim ve teknoloji alanındaki değişimlerden dolayı dergileri yeni arayışlara da yönlendirmektedir. Bu kapsamda bilimsel dergilerin geçmiş dönemlerde izlemiş oldukları yayın politikalarını ve performanslarını incelemek adına dergileri konu alan araştırmaların yapıldığı görülmektedir. Bu makalede 2001 yılında yayın hayatına başlayan MANAS Sosyal Araştırmalar Dergisinde 2012-2018 yılları arasında yayınlanan makalelerin değerlendirmesi yapılmıştır. Makaleler önceden belirlenen makale sayısı, türü, yazar sayısı, yazarların bağlı olduğu kurumlar, makalede kullanılan yöntem, veri toplama ve analizi yöntemi gibi kategorilere göre içerik analizine tabi tutulmuştur. Araştırma sonuçlarına göre en fazla makalenin İşletme alanında, Türkçe, tek yazarlı ve daha çok Dr. Öğretim Üyeleri tarafından yazıldığı bulgusuna ulaşılmıştır. Ayrıca söz konusu çalışmada araştırma yöntemi olarak nicel araştırma yöntemlerinin, veri toplam aracı olarak anketlerin, örneklem yöntemi olarak kolayda örnekleme yönteminin ve veri analiz tekniği olarak da tanımlayıcı istatistiklerin daha çok tercih edildiği belirlenmiştir.
AIP Conference Proceedings, 2007
Identification of Pre‐Service Physics Teachers' Misconceptions on Gravity Concept: A Stu... more Identification of Pre‐Service Physics Teachers' Misconceptions on Gravity Concept: A Study with a 3‐Tier Misconception Test. [AIP Conference Proceedings 899, 499 (2007)]. Derya Kaltakçi, Nilüfer Didiş. Abstract. In this study ...
Hacettepe Universitesi Egitim Fakultesi Dergisi-hacettepe University Journal of Education, 2013
Studies on students’ conceptions and reasoning in geometric optics have revealed that students ha... more Studies on students’ conceptions and reasoning in geometric optics have revealed that students have scientifically incorrect knowledge or lack of understanding in basic optical phenomena. For this reason, as well as the identification of these conceptions or reasoning, the factors or sources that may cause the construction of them should be determined. In the literature, textbooks are considered as one of the main sources of students’ unscientific or lacking conceptions. In introductory optics, students may not recognize the role of the observer’s eye in the formation and the observation of an image. In this study, nine commonly used physics textbooks around the world and the physics textbook advised by Ministry of National Education in Turkey analyzed in terms of the use of observer’s eye and critiqued as a potential source of students’ unscientific or lack of conception in optics. Document analysis method is used in order to analyze the ten textbooks. It is found that the role of ...
AIP Conference Proceedings, 2007