Papers by Özgül Yılmaz-Tüzün
Bu çalışmanın amacı, fen bilgisi dersi öğretmen adaylarının bilimsel süreç becerilerine (BSB) yön... more Bu çalışmanın amacı, fen bilgisi dersi öğretmen adaylarının bilimsel süreç becerilerine (BSB) yönelik inançlarının ve bu becerilerin uygulama dersi kapsamında yaptıkları ders anlatımları üzerinden uygulanabilirliğine yönelik inançlarının incelenmesidir. Durum çalışması yaklaşımı bu çalışmada kullanılmıştır. Çalışmanın katılımcıları, uygulama dersini alan öğretmen adaylarıdır. Sonuçlar, öğretmen adaylarının BSB'leri öğretme konusunda yeterli olmadıklarını, fakat bu becerileri anlama konusunda gereken bilgi birikimine sahip olduklarını göstermiştir. 200 ders planının incelenmesi sonucunda toplam 77 ders planının öğretmen merkezli yaklaşımlara göre hazırlandığı ve genelde temel BSB'lerin geliştirilmesinin ders amaçları olarak belirlendiği bulunmuştur. Öğretmen adaylarının BSB'ler ve bunların uygulanabilirliği hakkındaki inançları, geliştirilen bir model ile gösterilmiştir.
Relationships among Preservice Science Teachers’ Epistemological Beliefs, Epistemological World Views, and Self‐efficacy Beliefs
International Journal of Science Education, Jan 15, 2008
... 10.1080/09500690601185113 Ozgul Yilmaz‐Tuzun a * & Mustafa Sami Topcu b pages 65-85. ... ... more ... 10.1080/09500690601185113 Ozgul Yilmaz‐Tuzun a * & Mustafa Sami Topcu b pages 65-85. ... There are 12 subsets in the questionnaire. For each subset, the number of items differs. The SEQ was translated into Turkish and validated earlier (Topcu & Yilmaz‐Tuzun, 200647. ...
İlköğretim Online (elektronik), Sep 1, 2013
The purpose of this study was to investigate preservice science teachers' epistemological beliefs... more The purpose of this study was to investigate preservice science teachers' epistemological beliefs, epistemological world views, and self-efficacy beliefs with respect to academic achievement and gender. A total of 391 preservice science teachers participated in this study. Schommer's Epistemological Questionnaire was administered to measure their epistemological beliefs. Factor analysis revealed four factor structures: "Innate ability," "Certain knowledge," "Simple knowledge," and "Omniscient authority." Furthermore, contribution of these factors, epistemological world views, and self-efficacy beliefs on students' grade point average were examined. Innate ability, simple knowledge, and epistemological world views significantly contributed to senior students' grade point average. For freshmen students, significant differences were obtained for omniscient authority, innate ability, and epistemological world views with respect to gender. For senior students, significant differences were obtained for innate ability, omniscient authority, self-efficacy, and outcome expectancy with respect to gender. This cross sectional study suggested that PSTs' epistemological beliefs might change over time and have relationship with their academic achievement.
Journal of Science Teacher Education, Sep 1, 2013
This study examined the connections elementary preservice science teachers made among various asp... more This study examined the connections elementary preservice science teachers made among various aspects of nature of science (NOS). Totally, 45 preservice science teachers who were enrolled in the Laboratory Application in Science II course participated in the study. The course provided meaningful and practical inquiry-based experiences, as well as explicit and reflective instruction about NOS. Each week, instructors targeted a specific NOS aspect related to the laboratory investigation. The design of the study was qualitative and descriptive in nature. Data sources included preservice teachers' responses for the VNOS-B, semistructured interviews, and preservice teachers' weekly written reflections about NOS. Data analysis focused on preservice teachers' ability to connect their understandings of the various aspects of NOS to one another. 43(96 %) of preservice teachers made connections among NOS aspects and generally, these connections were emphasized at the end of the semester following the intervention. The findings support the notion that the reflective component of explicit-and-reflective instruction provides opportunities for preservice teachers to revisit their ideas about NOS aspects throughout instruction in such a way that fosters building of connections across aspects of NOS.
The purpose of this study was to investigate preservice science teachers’ epistemological beliefs... more The purpose of this study was to investigate preservice science teachers’ epistemological beliefs, epistemological world views, and self-efficacy beliefs with respect to academic achievement and gender. A total of 391 preservice science teachers participated in this study. Schommer’s Epistemological Questionnaire was administered to measure their epistemological beliefs. Factor analysis revealed four factor structures: “Innate ability,” “Certain knowledge,” “Simple knowledge,” and “Omniscient authority.” Furthermore, contribution of these factors, epistemological world views, and self-efficacy beliefs on students’ grade point average were examined. Innate ability, simple knowledge, and epistemological world views significantly contributed to senior students’ grade point average. For freshmen students, significant differences were obtained for omniscient authority, innate ability, and epistemological world views with respect to gender. For senior students, significant differences wer...
İlköğretim Öğrencilerinin Biliş Ötesi ve Epistemolojik İnançlarıyla Fen Başarıları, Cinsiyetleri ve Sosyoekonomik Durumları
Bu calismanin iki ana amaci vardir. Birincisi, 4. ve 5. sinif ve 6, 7 ve 8. sinif ogrencilerinin ... more Bu calismanin iki ana amaci vardir. Birincisi, 4. ve 5. sinif ve 6, 7 ve 8. sinif ogrencilerinin fen basarisi, bilis otesi bilgi-duzenleme ve epistemolojik inanclari bulunan iliskiyi dondurmektedir. kincisi ise sosyoekonomik statu (SES) ile bilis otesi bilgi-duzenleme ve epistemolojik inanclar iliskileri incelemektir. 4 ve 5. siniflar icin yapilan regresyon analizinde, bilis otesinin her iki sahasinda ve ogrenmenin zamaninda ve cabucak gerceklesmesini saglayan epistemolojik inanc boyutu basarisi acik. 6, 7 ve 8. siniflar icinse yine iki boyutlu otesinin iki tane ve epistemolojik inanclarin bilginin dogustan kazanmis ve ogrenmenin hizli ve cabucak olmasi fen basarisi. Onun yani sira tum ogrenci gruplari icin bilis otesinin her iki surucu cinsiyetle ve sosyoekonomik statu ile ilgili epistemolojik inanclar daha cok cinsiyetle iliskili bulunmustur.
The aim of the present study was to investigate the relationship between environmental moral reas... more The aim of the present study was to investigate the relationship between environmental moral reasoning patterns and environmental attitudes of 120 pre-service science teachers. Content analysis was carried out on participants’ written statements regarding their concerns about the presented environmental problems and the statements were labeled as ecocentric, anthropocentric, and non-environmental according to their meanings. Then, descriptive and inferential analyses were conducted on the calculated frequencies of each moral consideration category and participants’ responses to Environmental Attitudes Scale. The results revealed a significant positive correlation between ecocentric moral reasoning and environmental attitudes, whereas there was not a statistically significant relationship between neither of anthropocentric nor non-environmental moral reasoning and environmental attitudes. Findings of the study support the argument that an environmental ethic, which extends moral cons...
There were two focuses in this study. The first one was to investigate the relationship among sci... more There were two focuses in this study. The first one was to investigate the relationship among science achievement, metacognition, and epistemological beliefs for both 4th and 5th grade and 6th through 8th grade students. The second focus was to explore the relationships among gender, socioeconomic status (SES), metacognition, and epistemological beliefs. Altogether 941 elementary students participated in this study. For 4th and 5th grade students, knowledge of cognition, regulation of cognition, and quick learning contributed to science achievement. For 6th through 8th grade students, knowledge of cognition, regulation of cognition, innate ability, and quick learning contributed to science achievement. For both group of students, while metacognition was related both to gender and SES, epistemological beliefs were mostly related to gender.
Bilimsel Bilginin Teoriye Bağlı Öznel Yapısı: “Evrim Teorileri” Etkinliği Ve Sonuçları/The Structure Of Subjectivity With Theory-Laden Of Scientific Knowledge: The “Evolution Theories” Activity And Its Results
Mustafa Kemal Universitesi Sosyal Bilimler Enstitusu Dergisi, 2011
Fen egitimi alanindaki bircok reform calismasi bilimin dogasinin ogrenciler tarafindan anlasilmas... more Fen egitimi alanindaki bircok reform calismasi bilimin dogasinin ogrenciler tarafindan anlasilmasini bir hedef olarak belirlemistir. Bilimsel bilginin bazi temel karakteristik ozellikleri vardir. Bunlardan biride bilimsel bilginin subjektif olmasidir. Bu calismada bilimsel bilginin subjektif olmasi yani oznel ve teoriye bagimli yapisi uzerinde durulmustur. Bilim insanlari bilimsel calismalarini yaparken on bilgilerinden, inanclarindan, tecrubelerinden, almis olduklari egitimden etkilenirler. Bu calismanin amaci ilkogretim fen bilgisi ogretmen adaylarinin bilimsel bilginin subjektif olmasina yonelik goruslerinin dogrudan-yansitici ve arastirmaya dayali laboratuar ogretimi ile gelisiminin incelenmesidir. Bu calismada nitel arastirma yontemi kullanilmistir. Laboratuarda yapilan etkinlikten sonra ogretmen adaylarinin deneyimlerinin anlasilmasi ve bilimsel bilginin subjektif olmasi hakkindaki gelisimlerinin belirlenmesi icin yazili dokumanlar toplanmistir. Etkinligin sonunda ogretmen adaylariyla mulakat yapilmistir. Laboratuar uygulamasindan sonra ogretmen adaylarini bilim insanlarinin kisisel tercihlerinin ve aldiklari egitimin onlarin calismalarini etkileyecegine deginmislerdir. Ayrica bilim insanlarinin arastirmalarini yaparken var olan teorilerden etkilendiklerini bununda bilimde subjektiflige neden oldugunu, bundan dolayi da bilimsel bilginin teori-temelli oldugunu belirtmislerdir. Abstract Reform studies in science education accepted that understanding the nature of science is an essential component of scientific literacy. Scientific knowledge has some basic characteristics; one of them is subjectivity. This study focused on subjectivity with theory-laden of scientific knowledge. The purpose of this study was to explore understanding of preservice science teachers' views of subjectivity during the explicit-reflective and inquiry-based laboratory instruction. The design of the study was qualitative and exploratory in nature. The researcher collected qualitative data with open-ended questionnaire. In addition, reflection papers were collected to understand preservice science teachers' experiences with the activity and to detect development about subjectivity. At the end of the semester, qualitative questionnaire and semi-structured interviews were conducted. The results showed that all of the preservice teachers expressed that scientists can be affected existed theories during their research, this cause subjectivity in science, therefore scientific knowledge is theory-laden.
Science Education, 2004
Elementary and middle school teachers in urban schools in India provided responses to the science... more Elementary and middle school teachers in urban schools in India provided responses to the science efficacy instrument (STEBI‐A). These responses were evaluated using Rasch analysis and parametric tests. Rasch fit statistics and person‐item maps were evaluated. It was found that the instrument worked well for the two groups of teachers, but the differential item functioning analysis found that the teachers utilized several items in the scale differently. Parametric tests suggested that self‐efficacy and outcome expectancy measures correlated highly for middle school teachers, for those that did not have a science degree and a written science curriculum. Significant predictors of self‐efficacy are—minutes per week science is taught, educational level, number of days in the school year, holding of a science degree, and the presence of a science curriculum. From all of the analyses we conclude that teaching experience is important, but not necessarily enough to increase teachers' ou...
Research in Science Education, 2012
, 300 pages The purposes of this study were to explore understanding of preservice science teache... more , 300 pages The purposes of this study were to explore understanding of preservice science teachers' (PSTs) nature of science (NOS) views during the explicit-reflective and inquiry-based laboratory instruction and investigate PSTs' perspectives and experiences related to learning NOS aspects in the science laboratory course. This study was carried out during the Laboratory Application in Science II course. A total of 45 PSTs participated to the study. The design of the study was qualitative and exploratory in nature. In the initial phase of the study, the researcher collected qualitative data with open-ended questionnaire to explore PSTs' NOS views. Then, v during the semester, reflection papers were collected to understand PSTs' experiences with the intervention and to detect development about each NOS aspect. At the end of the semester, qualitative questionnaire and semi-structured interviews were conducted to determine the impact of the explicit-reflective and inquiry-based laboratory instruction. The results showed that all of the PSTs were able to make appropriate connections among the laboratory activities and the targeted NOS aspects at the end of the instruction. In addition, many PSTs developed their understanding levels of each aspect of nature of science. Moreover, findings revealed that some of the PSTs made connections among NOS aspects. Three main factors; discussions and presentations, using inquiry skills, and doing inquiry-based laboratory activities were determined as provide to PSTs to develop their NOS understanding. Furthermore, at the end PSTs developed their perspectives about teaching NOS.
Turkish Preservice Science Teachers’ Informal Reasoning Regarding Socioscientific Issues and the Factors Influencing Their Informal Reasoning
Journal of Science Teacher Education, 2010
Journal of Science Teacher Education, 2010
This study is an investigation of relationships among elementary teachers' perceptions of the use... more This study is an investigation of relationships among elementary teachers' perceptions of the use of students' thinking in instructional decision-making, their professional noticing skills, and their use of students' thinking during instruction. Interviews were conducted with 33 participants using a two-part, semi-structured protocol and 25 teachers' instructional videos were collected. The data were analyzed using the Mathematical Quality of Instruction instrument and grounded theory techniques including open coding, identification of themes, and the development and description of categories. Preliminary findings suggest that there is a relationship between elementary teachers' perceptions of the use of students' thinking and their professional noticing skills, but misalignment was found between teachers' perceptions of the use of students' thinking and their practices as observed in videos of their own teaching. Implications are discussed for teacher knowledge and the design of effective professional development programs to encourage productive use of students' thinking in lesson planning and teaching. Research has shown the educational value of understanding students' thinking and responding to it in the moment of teaching (e.g.
Relationships among Preservice Science Teachers’ Epistemological Beliefs, Epistemological World Views, and Self‐efficacy Beliefs
International Journal of Science Education, 2008
... 10.1080/09500690601185113 Ozgul Yilmaz‐Tuzun a * & Mustafa Sami Topcu b pages 65-85. ... ... more ... 10.1080/09500690601185113 Ozgul Yilmaz‐Tuzun a * & Mustafa Sami Topcu b pages 65-85. ... There are 12 subsets in the questionnaire. For each subset, the number of items differs. The SEQ was translated into Turkish and validated earlier (Topcu & Yilmaz‐Tuzun, 200647. ...
Views of elementary and middle school Turkish students toward environmental issues
International Journal of Science Education, 2004
... For this study student's attitudinal data was collected with ATEIS. ... Second, ... more ... For this study student's attitudinal data was collected with ATEIS. ... Second, a pool of pilot items considering students' attitudes toward environmental concepts taught in the Turkish curriculum (grades 48) was authored. ...
An evaluation of the environmental literacy of preservice teachers in Turkey through Rasch analysis
Environmental Education Research, 2013
ABSTRACT The purpose of this study was to make use of proposed definitions of environmental liter... more ABSTRACT The purpose of this study was to make use of proposed definitions of environmental literacy to (1) guide the application of Rasch analysis and (2) utilize the developed instrumentation to further inform the work of environmental educators. A total of 2311 preservice teachers attending Faculty of Education departments of four public universities located in the capital city of Turkey provided data for this study. The instrument used included a knowledge scale, an attitude scale, an attitude towards environmental responsibility scale and a concern scale. Rasch analysis revealed which those items which address the environmental knowledge widely broadcasted by mass media also were answered correctly by most participants. Generally, instrument items that addressed the understanding of the interrelated nature of environmental knowledge were answered incorrectly by participants. Analysis of attitude and attitude towards environmental responsibility scales indicated that the preservice teachers exhibited the most support for plant and animal rights, environmental protection laws and ecological balance. Results of the concern scale suggested that the preservice teachers were most concerned with regard to issues of poor drinking-water quality. Gender analysis revealed different orientations among females and males in terms of knowledge, attitudes, attitude towards environmental responsibility and concern scales.
Moral reasoning patterns and influential factors in the context of environmental problems
Environmental Education Research, 2012
Education 3-13, 2012
The purposes of this study were to develop and validate an instrument for assessing elementary st... more The purposes of this study were to develop and validate an instrument for assessing elementary students' nature of science (NOS) views and to explain the elementary school students' NOS views, in terms of varying grade levels and gender. The sample included 782 students enrolled in sixth, seventh, and eighth grades. Exploratory factor analysis factor structures and confirmatory factor analysis fit indices confirmed the existence of the hypothesised four dimensions in the structure of the nature of science instrument (NOSI). These dimensions and associated Cronbach a reliabilities of scores were observation and inferences (0.74), tentative NOS (0.76), imagination and creativity (0.80), and empirical NOS (0.63). Descriptive analyses revealed that the most favourable NOS views were obtained for the empirical nature of scientific knowledge. The students were uncertain about NOS views related to tentative NOS and imagination and creativity. The least favourable NOS views were obtained for observation and inferences.
Students and school characteristics related to elementary school students' views of the nature of science
Education 3-13, 2014
ABSTRACT The purpose of this study is to investigate student- and school-level factors that help ... more ABSTRACT The purpose of this study is to investigate student- and school-level factors that help to explain the difference in the nature of science (NOS) views. Overall, the design of this study is correlational. The sample consisted of 3062 students enrolled in the sixth, seventh, and eighth grades of elementary schools in Turkey. A hierarchical linear modelling was selected as a modelling technique. This study has established the importance of the student's socioeconomic background, learning approaches undertaken, self-efficacy, and motivational goals in the formation of their NOS views. The findings reveal that quality of both the physical infrastructure of schools and the educational resources in schools, parent educational levels, student achievement, self-efficacy, experience of meaningful learning, and learning goal orientation are positively related to different dimensions of student NOS views. Additionally, performance goal orientation and rote learning approaches have a negative relationship with different dimensions of student NOS views.
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Papers by Özgül Yılmaz-Tüzün