Dilek Ardac - Academia.edu (original) (raw)

Papers by Dilek Ardac

Research paper thumbnail of Learning from a Multimedia-Based Instructional Unit?

The present study examines how changes in the amount of on-screen text will influence student lea... more The present study examines how changes in the amount of on-screen text will influence student learning from a multimedia instructional unit on basic concepts of coordinate geometry. The relative effectiveness of two different versions (short-text and whole-text) of the instructional unit was examined for students who differed in terms of their ability to remember symbolic units, symbolic systems and symbolic interpretations. A total of 101 seventh graders were randomly assigned to work with either the whole-text or the short-text version. Student gains were analyzed using pre-test, post-test and retention test scores. Memory ability was assessed by the sub-tests of the Structure of Intellect Learning Abilities Test. Results indicated no significant differences between groups who worked with short-text and whole-text versions. However retention scores of high and low memory groups who worked with the whole-text version showed significant differences. The whole-text version was observ...

Research paper thumbnail of Beginning to argue: argumentation in preservice science teacher education

Research paper thumbnail of the annual conference of the National Association for Research in Science Teaching, San Francisco, USA

Research paper thumbnail of Is mercury a metal or a non-metal?: Investigating pre-service chemistry teachers’ understanding and teaching of argumentation

Research paper thumbnail of the European Science Education Research Association Conference, Malmo, Sweden

Research paper thumbnail of Ideas, evidence and argument in pre-service science teaching in Turkey

Research paper thumbnail of Relationship Between School Characteristics and Approaches To Learning

The present study questions the correspondence between school characteristics and approaches to l... more The present study questions the correspondence between school characteristics and approaches to learning. A total of 1178 students (age range 18-20) participated in the study. An instrument that contained items on demographic characteristics, school characteristics, and a self-report questionnaire yielding scores on basic motives, strategies and corresponding approaches to learning was administered. Partial correlations were calculated to determine the correspondence between school characteristics and motivational constituents of learning (surface, deep and achieving approaches to learning). Results indicated relatively more frequent use of the deep approach and the achieving strategy in schools where students were observed to perceive fewer problems concerning teacher quality, class size or management.

Research paper thumbnail of Computer Versus Computer and Human Support in an Argumentation-based Science Learning Environment

Technological advancements have made it possible to design learning environments which support mu... more Technological advancements have made it possible to design learning environments which support multiple representations, discussions and experimentations. This study designed and developed a web based argumentation environment, Argumantaryum. It provides virtual experimentation with, visually rich multi-representations of contents, video, and simulations upon which students may base their arguments and learn some elementary level science units related to matter. It has also a built-in discussion forum and an instant messaging component both of which contain argumentation sentenceopeners. Following the implementation, the system was tested in real classroom settings under different study schemes for different learning units. Results revealed that when students used the system collaboratively under a teacher’s guidance, students made progress in terms of both scientific discussion skills and knowledge of the learning units accommodated in the platform. Similar results were also obtain...

Research paper thumbnail of Okul Özellikleri ve Öğrenmeye Yaklaşım Arasındaki İlişki

The present study questions the correspondence between school characteristics and approaches to l... more The present study questions the correspondence between school characteristics and approaches to learning. A total of 1178 students (age range 18-20) participated in the study. An instrument that contained items on demographic characteristics, school characteristics, and a self-report questionnaire yielding scores on basic motives, strategies and corresponding approaches to learning was administered. Partial correlations were calculated to determine the correspondence between school characteristics and motivational constituents of learning (surface, deep and achieving approaches to learning). Results indicated relatively more frequent use of the deep approach and the achieving strategy in schools where students were observed to perceive fewer problems concerning teacher quality, class size or management.

Research paper thumbnail of the European Association for Research in Learning and Instruction Conference, Budapest, Hungary

Research paper thumbnail of Promoting argumentation in initial teacher training in Turkey

Research paper thumbnail of Aday Kimya Ogretmenlerinin Kimya Derslerinde Bilimsel Tartisma (Argumantasyon) Teknigini Kullanimlari

Bogazici University Journal of Education, 2009

Bu calisma, kimya derslerinde surece onem veren bilimsel tartisma (argumantasyon) tekniginin, ada... more Bu calisma, kimya derslerinde surece onem veren bilimsel tartisma (argumantasyon) tekniginin, aday kimya ogretmenlerine ogretilmesinin ardindan, bu teknigin aday kimya ogretmenleri tarafindan ne olcude ve nasil kullanildigini arastirmaya yoneliktir. Calismanin orneklemini, 17 son sinif kimya ogretmenligi ogrencisi olusturmaktadir. Bu ogrenciler, almis olduklari ogretmenlik uygulamasi dersi sirasinda, haftada 1,5 saat olmak uzere 6 hafta boyunca, bu teknigin ogretildigi uygulamali egitim seanslarina katilmislardir. Bu egitim seanslarinin ardindan ogretmen adaylari bu surecte ogrendiklerini kullanarak hazirladiklari ders planlarini uygulamislardir. Aday ogretmenler hazirladiklari ders planlarini uygularken arastirmacilardan biri tarafindan gozlemlenmis ve derslerin ses kaydi alinmistir. Ders planlari, gozlem notlari ve ses kayitlari incelendiginde, ogretmen adaylarinin cogunun bilimsel tartisma (argumantasyon) teknigini derslerine entegre etmeyi basardiklari ve egitim seanslari suresince ogrendiklerini etkili bir sekilde uygulayabildikleri gorulmektedir.

Research paper thumbnail of Development and Validation of an Argumentation based Multimedia Science Learning Environment: Preliminary Findings

Technology based settings have variety of assets and possibilities for learning elementary level ... more Technology based settings have variety of assets and possibilities for learning elementary level science. This study has designed and developed a computer based environment, Argümantaryum. It provides virtual experiment facilities, visually rich multi representations of contents, video and simulations at which students may base their arguments and learn some elementary level science units. It has also a built-in discussion forum and an instant messaging component both contain argumentation sentenceopeners. Following the implementation, the system was tested in real classroom settings under different study schemes for different learning units. When the system is used in the mode of a peer collaboration supported by a teacher (compared to individual use without a teacher support), it helps students to make progress in terms of both scientific discussion skills and knowledge of the learning units accommodated in the platform. Though, similar results were obtained when the same usage scheme is followed for another learning unit, we could not entirely confirm the previous finding. Further, the system performance in supporting collaborative work with teacher guidance was compared to lecture based learning. Although both collaborative use of the system under teacher guidance and the lecture based activities significantly helped their students to develop knowledge of the learning unit, the lecture based activities helped to develop better scientific discussion skills. The students who used the system individually without teacher guidance could not benefit from the system as much as collaborative groups who also received teacher guidance. Finally, the report provides a discussion and a set of recommendations on how to further test the platform facilities.

Research paper thumbnail of Solving quantum number problems: an examination of novice performance in terms of conceptual base requirements

Journal of chemical education, 2002

Research on problem solving consistently provides evidence for the importance of conceptual knowl... more Research on problem solving consistently provides evidence for the importance of conceptual knowledge base in explain-ing problem-solving performance (1–7). With appropriate integration of related ideas and elimination of irrelevant in-formation, experts possess a rich, ...

Research paper thumbnail of Does the amount of on-screen text influence student learning from a multimedia-based instructional unit?

Instructional Science, 2008

The present study examines how changes in the amount of on-screen text will influence student lea... more The present study examines how changes in the amount of on-screen text will influence student learning from a multimedia instructional unit on basic concepts of coordinate geometry. The relative effectiveness of two different versions (short-text and whole-text) of the instructional unit was examined for students who differed in terms of their ability to remember symbolic units, symbolic systems and symbolic interpretations. A total of 101 seventh graders were randomly assigned to work with either the whole-text or the short-text version. Student gains were analyzed using pre-test, post-test and retention test scores. Memory ability was assessed by the sub-tests of the Structure of Intellect-Learning Abilities Test. Results indicated no significant differences between groups who worked with short-text and whole-text versions. However retention scores of high and low memory groups who worked with the whole-text version showed significant differences. The whole-text version was observed to favor students with high memory for symbolic implications. Results suggest that workability of design principles for multimedia instruction may depend on the nature of the task and characteristics of the learner. Keywords Multimedia instruction Á Cognitive demand Á Cognitive load Á On-screen text Á Coordinate geometry Multimedia presentations are powerful tools for improving learning in all subjects because they enable the simultaneous display of multiple complementary representations of information. These representations may differ in terms of their modality formats (visual

Research paper thumbnail of Türkiye’de Öğretmen eğitiminde standartlar ve akreditasyon

Research paper thumbnail of Effectiveness of computer-based chemistry instruction in enhancing the learning of content and variable control under guided versus unguided conditions

Journal of Science Education and Technology, 2002

Computerized learning environments offer several possibilities that can be used to improve the te... more Computerized learning environments offer several possibilities that can be used to improve the teaching of content along with the process. Research indicates that students benefit from addi-tional guidance, particularly when computer-based instruction requires active ...

Research paper thumbnail of Bilimsel Süreçlerin Kazanımına Yönelik Bir Program Çalışması

V. Ulusal Fen ve Matematik Eğitimi Kongresi-ODTÜ, …, 2002

Research paper thumbnail of Bi̇li̇msel Süreçleri̇n Grup Çalişmasiyla Geli̇şti̇ri̇lmesi̇nde Öğrenme Bi̇çi̇mleri̇ni̇n Etki̇si̇

fedu.metu.edu.tr

Bu çalışma, öğrencilerin öğrenme biçimlerinin, temel bilimsel süreçleri geliştirmeyi amaçlayan bi... more Bu çalışma, öğrencilerin öğrenme biçimlerinin, temel bilimsel süreçleri geliştirmeyi amaçlayan bir programdaki kazanımlarına etkisini araştırmaktadır. Programda yer alan temel bilimsel süreçler, değişkenlerin ve aralarındaki ilişkilerin belirlenmesi ve grafiğe aktarılmasını içermektedir. Programın değerlendirilmesine yönelik olarak yürütülen ilk uygulamada deney grubu lehinde anlamlı bir fark elde edilmiştir. Bu çalışma ilk araştırmanın uzantısı niteliğindedir. Uygulama, Boğaziçi Üniversitesi'nin Uygulama ve Deneme Okulları Projesi kapsamında yer alan Çağdaş Yaşam Ferit Aysan İlköğretim Okulu'nda yapılmıştır. Çalışmanın örneklemini 66 altıncı.sınıf öğrencisi oluşturmaktadır. Uygulama haftada iki saat olmak üzere toplam 8 hafta sürmüştür. Öğrenciler bir aday öğretmenin liderliğinde dört veya üç kişiden oluşan gruplar halinde çalışmışlardır. Tüm öğrencilere uygulamadan önce ve sonra programın hedeflerine uygun olarak hazırlanan bir test ve öğrenme biçimleri anketi verilmiştir. Öğrenciler öğrenme biçimleri anketi sonuçlarına göre gruplandırılarak, gruplar arasındaki performans farkları analiz edilmiştir.

Research paper thumbnail of Learning to teach argumentation: Case studies of pre-service secondary science teachers

Eurasia Journal of …, 2006

The article presents a case for the promotion of argumentation in science in preservice teacher e... more The article presents a case for the promotion of argumentation in science in preservice teacher education. In recent years, argumentation has emerged as a significant goal for teaching and learning of science. As an important aspect of scientific inquiry, argumentation plays a role in the generation and justification of knowledge claims. The theoretical background on the role of argumentation is reviewed and an empirical study is reported on the ways in which teacher training can be supported in the use of argumentation in science classrooms. Case studies of two Turkish teachers are used to illustrate how teachers structure lessons and support argumentation in secondary science classrooms after a series of training sessions. Results indicate that the teachers incorporated those features of pedagogical strategies (e.g. group discussions and presentations) targeted by the training.

Research paper thumbnail of Learning from a Multimedia-Based Instructional Unit?

The present study examines how changes in the amount of on-screen text will influence student lea... more The present study examines how changes in the amount of on-screen text will influence student learning from a multimedia instructional unit on basic concepts of coordinate geometry. The relative effectiveness of two different versions (short-text and whole-text) of the instructional unit was examined for students who differed in terms of their ability to remember symbolic units, symbolic systems and symbolic interpretations. A total of 101 seventh graders were randomly assigned to work with either the whole-text or the short-text version. Student gains were analyzed using pre-test, post-test and retention test scores. Memory ability was assessed by the sub-tests of the Structure of Intellect Learning Abilities Test. Results indicated no significant differences between groups who worked with short-text and whole-text versions. However retention scores of high and low memory groups who worked with the whole-text version showed significant differences. The whole-text version was observ...

Research paper thumbnail of Beginning to argue: argumentation in preservice science teacher education

Research paper thumbnail of the annual conference of the National Association for Research in Science Teaching, San Francisco, USA

Research paper thumbnail of Is mercury a metal or a non-metal?: Investigating pre-service chemistry teachers’ understanding and teaching of argumentation

Research paper thumbnail of the European Science Education Research Association Conference, Malmo, Sweden

Research paper thumbnail of Ideas, evidence and argument in pre-service science teaching in Turkey

Research paper thumbnail of Relationship Between School Characteristics and Approaches To Learning

The present study questions the correspondence between school characteristics and approaches to l... more The present study questions the correspondence between school characteristics and approaches to learning. A total of 1178 students (age range 18-20) participated in the study. An instrument that contained items on demographic characteristics, school characteristics, and a self-report questionnaire yielding scores on basic motives, strategies and corresponding approaches to learning was administered. Partial correlations were calculated to determine the correspondence between school characteristics and motivational constituents of learning (surface, deep and achieving approaches to learning). Results indicated relatively more frequent use of the deep approach and the achieving strategy in schools where students were observed to perceive fewer problems concerning teacher quality, class size or management.

Research paper thumbnail of Computer Versus Computer and Human Support in an Argumentation-based Science Learning Environment

Technological advancements have made it possible to design learning environments which support mu... more Technological advancements have made it possible to design learning environments which support multiple representations, discussions and experimentations. This study designed and developed a web based argumentation environment, Argumantaryum. It provides virtual experimentation with, visually rich multi-representations of contents, video, and simulations upon which students may base their arguments and learn some elementary level science units related to matter. It has also a built-in discussion forum and an instant messaging component both of which contain argumentation sentenceopeners. Following the implementation, the system was tested in real classroom settings under different study schemes for different learning units. Results revealed that when students used the system collaboratively under a teacher’s guidance, students made progress in terms of both scientific discussion skills and knowledge of the learning units accommodated in the platform. Similar results were also obtain...

Research paper thumbnail of Okul Özellikleri ve Öğrenmeye Yaklaşım Arasındaki İlişki

The present study questions the correspondence between school characteristics and approaches to l... more The present study questions the correspondence between school characteristics and approaches to learning. A total of 1178 students (age range 18-20) participated in the study. An instrument that contained items on demographic characteristics, school characteristics, and a self-report questionnaire yielding scores on basic motives, strategies and corresponding approaches to learning was administered. Partial correlations were calculated to determine the correspondence between school characteristics and motivational constituents of learning (surface, deep and achieving approaches to learning). Results indicated relatively more frequent use of the deep approach and the achieving strategy in schools where students were observed to perceive fewer problems concerning teacher quality, class size or management.

Research paper thumbnail of the European Association for Research in Learning and Instruction Conference, Budapest, Hungary

Research paper thumbnail of Promoting argumentation in initial teacher training in Turkey

Research paper thumbnail of Aday Kimya Ogretmenlerinin Kimya Derslerinde Bilimsel Tartisma (Argumantasyon) Teknigini Kullanimlari

Bogazici University Journal of Education, 2009

Bu calisma, kimya derslerinde surece onem veren bilimsel tartisma (argumantasyon) tekniginin, ada... more Bu calisma, kimya derslerinde surece onem veren bilimsel tartisma (argumantasyon) tekniginin, aday kimya ogretmenlerine ogretilmesinin ardindan, bu teknigin aday kimya ogretmenleri tarafindan ne olcude ve nasil kullanildigini arastirmaya yoneliktir. Calismanin orneklemini, 17 son sinif kimya ogretmenligi ogrencisi olusturmaktadir. Bu ogrenciler, almis olduklari ogretmenlik uygulamasi dersi sirasinda, haftada 1,5 saat olmak uzere 6 hafta boyunca, bu teknigin ogretildigi uygulamali egitim seanslarina katilmislardir. Bu egitim seanslarinin ardindan ogretmen adaylari bu surecte ogrendiklerini kullanarak hazirladiklari ders planlarini uygulamislardir. Aday ogretmenler hazirladiklari ders planlarini uygularken arastirmacilardan biri tarafindan gozlemlenmis ve derslerin ses kaydi alinmistir. Ders planlari, gozlem notlari ve ses kayitlari incelendiginde, ogretmen adaylarinin cogunun bilimsel tartisma (argumantasyon) teknigini derslerine entegre etmeyi basardiklari ve egitim seanslari suresince ogrendiklerini etkili bir sekilde uygulayabildikleri gorulmektedir.

Research paper thumbnail of Development and Validation of an Argumentation based Multimedia Science Learning Environment: Preliminary Findings

Technology based settings have variety of assets and possibilities for learning elementary level ... more Technology based settings have variety of assets and possibilities for learning elementary level science. This study has designed and developed a computer based environment, Argümantaryum. It provides virtual experiment facilities, visually rich multi representations of contents, video and simulations at which students may base their arguments and learn some elementary level science units. It has also a built-in discussion forum and an instant messaging component both contain argumentation sentenceopeners. Following the implementation, the system was tested in real classroom settings under different study schemes for different learning units. When the system is used in the mode of a peer collaboration supported by a teacher (compared to individual use without a teacher support), it helps students to make progress in terms of both scientific discussion skills and knowledge of the learning units accommodated in the platform. Though, similar results were obtained when the same usage scheme is followed for another learning unit, we could not entirely confirm the previous finding. Further, the system performance in supporting collaborative work with teacher guidance was compared to lecture based learning. Although both collaborative use of the system under teacher guidance and the lecture based activities significantly helped their students to develop knowledge of the learning unit, the lecture based activities helped to develop better scientific discussion skills. The students who used the system individually without teacher guidance could not benefit from the system as much as collaborative groups who also received teacher guidance. Finally, the report provides a discussion and a set of recommendations on how to further test the platform facilities.

Research paper thumbnail of Solving quantum number problems: an examination of novice performance in terms of conceptual base requirements

Journal of chemical education, 2002

Research on problem solving consistently provides evidence for the importance of conceptual knowl... more Research on problem solving consistently provides evidence for the importance of conceptual knowledge base in explain-ing problem-solving performance (1–7). With appropriate integration of related ideas and elimination of irrelevant in-formation, experts possess a rich, ...

Research paper thumbnail of Does the amount of on-screen text influence student learning from a multimedia-based instructional unit?

Instructional Science, 2008

The present study examines how changes in the amount of on-screen text will influence student lea... more The present study examines how changes in the amount of on-screen text will influence student learning from a multimedia instructional unit on basic concepts of coordinate geometry. The relative effectiveness of two different versions (short-text and whole-text) of the instructional unit was examined for students who differed in terms of their ability to remember symbolic units, symbolic systems and symbolic interpretations. A total of 101 seventh graders were randomly assigned to work with either the whole-text or the short-text version. Student gains were analyzed using pre-test, post-test and retention test scores. Memory ability was assessed by the sub-tests of the Structure of Intellect-Learning Abilities Test. Results indicated no significant differences between groups who worked with short-text and whole-text versions. However retention scores of high and low memory groups who worked with the whole-text version showed significant differences. The whole-text version was observed to favor students with high memory for symbolic implications. Results suggest that workability of design principles for multimedia instruction may depend on the nature of the task and characteristics of the learner. Keywords Multimedia instruction Á Cognitive demand Á Cognitive load Á On-screen text Á Coordinate geometry Multimedia presentations are powerful tools for improving learning in all subjects because they enable the simultaneous display of multiple complementary representations of information. These representations may differ in terms of their modality formats (visual

Research paper thumbnail of Türkiye’de Öğretmen eğitiminde standartlar ve akreditasyon

Research paper thumbnail of Effectiveness of computer-based chemistry instruction in enhancing the learning of content and variable control under guided versus unguided conditions

Journal of Science Education and Technology, 2002

Computerized learning environments offer several possibilities that can be used to improve the te... more Computerized learning environments offer several possibilities that can be used to improve the teaching of content along with the process. Research indicates that students benefit from addi-tional guidance, particularly when computer-based instruction requires active ...

Research paper thumbnail of Bilimsel Süreçlerin Kazanımına Yönelik Bir Program Çalışması

V. Ulusal Fen ve Matematik Eğitimi Kongresi-ODTÜ, …, 2002

Research paper thumbnail of Bi̇li̇msel Süreçleri̇n Grup Çalişmasiyla Geli̇şti̇ri̇lmesi̇nde Öğrenme Bi̇çi̇mleri̇ni̇n Etki̇si̇

fedu.metu.edu.tr

Bu çalışma, öğrencilerin öğrenme biçimlerinin, temel bilimsel süreçleri geliştirmeyi amaçlayan bi... more Bu çalışma, öğrencilerin öğrenme biçimlerinin, temel bilimsel süreçleri geliştirmeyi amaçlayan bir programdaki kazanımlarına etkisini araştırmaktadır. Programda yer alan temel bilimsel süreçler, değişkenlerin ve aralarındaki ilişkilerin belirlenmesi ve grafiğe aktarılmasını içermektedir. Programın değerlendirilmesine yönelik olarak yürütülen ilk uygulamada deney grubu lehinde anlamlı bir fark elde edilmiştir. Bu çalışma ilk araştırmanın uzantısı niteliğindedir. Uygulama, Boğaziçi Üniversitesi'nin Uygulama ve Deneme Okulları Projesi kapsamında yer alan Çağdaş Yaşam Ferit Aysan İlköğretim Okulu'nda yapılmıştır. Çalışmanın örneklemini 66 altıncı.sınıf öğrencisi oluşturmaktadır. Uygulama haftada iki saat olmak üzere toplam 8 hafta sürmüştür. Öğrenciler bir aday öğretmenin liderliğinde dört veya üç kişiden oluşan gruplar halinde çalışmışlardır. Tüm öğrencilere uygulamadan önce ve sonra programın hedeflerine uygun olarak hazırlanan bir test ve öğrenme biçimleri anketi verilmiştir. Öğrenciler öğrenme biçimleri anketi sonuçlarına göre gruplandırılarak, gruplar arasındaki performans farkları analiz edilmiştir.

Research paper thumbnail of Learning to teach argumentation: Case studies of pre-service secondary science teachers

Eurasia Journal of …, 2006

The article presents a case for the promotion of argumentation in science in preservice teacher e... more The article presents a case for the promotion of argumentation in science in preservice teacher education. In recent years, argumentation has emerged as a significant goal for teaching and learning of science. As an important aspect of scientific inquiry, argumentation plays a role in the generation and justification of knowledge claims. The theoretical background on the role of argumentation is reviewed and an empirical study is reported on the ways in which teacher training can be supported in the use of argumentation in science classrooms. Case studies of two Turkish teachers are used to illustrate how teachers structure lessons and support argumentation in secondary science classrooms after a series of training sessions. Results indicate that the teachers incorporated those features of pedagogical strategies (e.g. group discussions and presentations) targeted by the training.