Yazar "Demirci, Tuba" seçeneğine göre listele
Listeleniyor 1 - 4 / 4
Sayfa Başına Sonuç
Sıralama seçenekleri
Öğe Examining the Views of Preservice Science Teachers on Creating Concept Maps(International Council of Associations for Science Education (ICASE), 2021) Demirci, Tuba; Kabataş Memiş, EsraThis study aimed to examine the views of preservice science teachers on concept map use in a General Chemistry II class. The study was conducted with 47 preservice science teachers. In the study, an interview form grounded on determining their views on concept maps and comprised of open-ended questions, was used as the data collection tool. In analysis of the data acquired, content analysis was performed. As a result of the analysis of the data, the preservice teachers expressed positive views on concept map use. They stated that it might contribute to their learning and increase the permanence of the knowledge learned. Furthermore, they reported that they liked creating concept maps and among the concept map types they usually chose to create hierarchical concept maps. Most of the preservice teachers stated that they had to know the subject related to the concept map very well to create concept maps more easily, otherwise they might have a difficulty in the concept map creation process and thus concept maps should generally be used after a lecture. In addition the preservice teachers stated that they intended to use concept maps in their teaching experience. As a result, before concept maps are used in teaching, it is recommended to inform students about the creation of concept maps, to use them for re-purpose in teaching activities, and to include activities containing concept maps in textbooks. © 2021 International Council of Associations for Science Education (ICASE). All rights reserved.Öğe Exploring the Rich Metaphorical Representations of Basic Science Concept Among Gifted Student(2025) Demirci, Tuba; Kocabaş, GamzeThis study explores the metaphorical perceptions of gifted students towards basic science concepts. A total of 210 gifted students participated in the study, which utilized a phenomenology design to reveal the metaphors used by students to describe the concepts of 'universe, living thing, matter, light, sound, electricity and environment'. A metaphor data collection form was used as the data collection tool. The results of the descriptive analysis showed that the most frequent metaphors used by gifted students included 'infinity' for the concept of 'Universe', 'pen' for the concept of 'Living things', 'human' for the concept of 'Matter', 'sun' for the concept of 'Light', 'wave' for the concept of 'Sound', 'water' for the concept of 'Electricity', and 'home' for the concept of 'Environment'. Overall, the study highlights the broad level of thought among gifted students when it comes to conceptualizing basic science concepts through metaphorical thinking. The findings of this study have important implications for science education and instruction, particularly in terms of promoting more creative and imaginative approaches to teaching and learning science.Öğe Metaphorical Perceptions of Gifted Students Towards the Phenomenon of Studying Science Lesson(Osman TİTREK, 2024) Kocabaş, Gamze; Demirci, TubaIn this study, it was aimed to examine the metaphorical perceptions of gifted students towards studying science lesson. The study was conducted with 210 gifted students. Since the study aimed to reveal the metaphorical perceptions of gifted students towards studying science lesson, phenomenology design, one of the qualitative research methods, was used. "Metaphor data collection form" was used as a data collection tool in the study. The metaphor data collection form includes the phenomenon of "Studying science lesson". The form includes that "The phenomenon name (e.g. studying science) is like ....................... Because................" In the study, descriptive analysis was used to analyze student data. Gifted students developed a total of 129 metaphors including 53 different metaphors for the phenomenon of studying science lesson. The phenomenon of studying science lesson was classified into 12 different categories. The categories with the highest number of metaphors were "entertainment and science", respectively. In the study, the most developed metaphors for the phenomenon of "studying science lesson" were "play, life, research, science, knowledge and nature" metaphors. In this study, it was determined that gifted students find studying science lesson very entertaining and have very positive perceptions about studying science lesson.Öğe The Effectiveness of Concept Teaching Using Concept Maps on Academic Achievement and Elimination of Misconceptions: Protein Synthesis Case(International Council of Associations for Science Education (ICASE), 2021) Demirci, Tuba; Oktay, MünirThis study aimed to analyze the effectiveness of concept maps on the academic achievements of Biology teacher candidates and the elimination of misconceptions comparing the method with the traditional rote learning method. The quasi-experimental design, specifically, the pre- and post-test control group type was used in this research to address the research questions. The research was carried out with 60 Biology teacher candidates. Achievement test and diagnostic test were used as data collection tools throughout the research. SPSS version 20 software was used to analyze the obtained quantitative data. Independent samples t-test was used to determine, whether there was a significant difference between the control and experimental group students’ level of prior knowledge regarding the subject of protein synthesis. The findings revealed no statistically significant difference between the groups in pre-test (? > 0.05). However, the findings revealed a statistically significant difference between the groups, in the post-test, in favor of the concept map method used for the experiment group (? < 0.05). The increase in the post-test scores of the experiment group students indicated that the teaching method based on concept maps positively affected the students’ academic achievement and elimination of misconceptions. Research indicated that students could not establish a correct relationship between the concepts of DNA, RNA, mRNA, tRNA, rRNA, nucleus, chromosome, gene, genetic code, codon, anticodon, translation, transcription, ribosome, protein, and amino acid terms taught in protein synthesis subject. It was concluded that the areas of use for concept maps should not be limited as a teaching tool, but should be further extended to for determining misconceptions, eliminating misconceptions, and evaluating the instruction. © 2021 International Council of Associations for Science Education (ICASE). All rights reserved.
