Papers by Sedef Canbazoglu Bilici
Engineering Design-Based Arduino Activities in STEM Education
Advances in early childhood and K-12 education, Jan 6, 2023
Inspired by nature: an engineering design-based biomimicry activity
Science Activities
Abstract This activity provides opportunities for middle school students to design bio-inspired, ... more Abstract This activity provides opportunities for middle school students to design bio-inspired, eco-friendly vehicles. Twenty-four 8th grade students (12 girls, 12 boys) engaged in the activity which was implemented in four class periods, 40 minutes each, in an elective Environmental Education course. During the activity, students engaged in engineering design process and they integrated eco-friendly systems that can be used to solve the problem of air pollution. In this process, the students researched and observed living organisms and made their designs inspired by the body and movement systems of grasshoppers, ants, spiders and red Japanese beetles, and added eco-friendly elements (such as solar panels, exhaust filtering systems, hybrid batteries, electric motors) to their prototype vehicles. Working as “engineers”, students had the opportunity to gain knowledge and engage in engineering design practices. The activity helped students explore science concepts such as biomimicry, air pollution, and structural features of different living organisms. This study suggests the use of biomimicry design activities in STEM classrooms.
Astronomi Tutum Ölçeğinin Türkçeye Uyarlanması: Geçerlik ve Güvenirlik Çalışması
ÖZET Bu çalışmanın amacı Zeilik ve arkadaşları (1999) tarafından geliştirilen,“Astronomi Tutum Öl... more ÖZET Bu çalışmanın amacı Zeilik ve arkadaşları (1999) tarafından geliştirilen,“Astronomi Tutum Ölçeği (ATÖ)” ni Türkçe'ye uyarlamak ve ölçeğin geçerlik ve güvenirlik analizlerini yapmaktır. Araştırmaya Ankara Üniversitesi Astronomi Bölümü'nden 83 öğrenci ve üç farklı ...
Eurasian Journal of Educational Research, 2013
Problem Statement: Based on developments in the 21st century technology has become a large part o... more Problem Statement: Based on developments in the 21st century technology has become a large part of the classroom experience. Teachers need to have an understanding of how technology can be coordinated with pedagogy and content knowledge in order to integrate technology effectively into classroom instruction. Self-efficacy beliefs toward technology also play a key role in technology integration. It has been shown that the beliefs of a teacher are closely linked to the technologies that they use and the way in which they use them. More specifically, the beliefs of a teacher with regards to their technological pedagogical content knowledge (TPACK) are pivotal in terms of using technology in the classroom because belief about their capability to use technology is a powerful predictor of their potential technology use. Hence, it is critical to measure pre-service teachers’ self-efficacy beliefs toward TPACK in order to identify the factors that contribute to a teacher’s use of technology...
TPACK-Based Professional Development Programs in In-Service Science Teacher Education
In-Service Teacher Training *
e Ankara Directorate for National Education, 06500, Ankara, Turkey f Ankara Directorate for Natio... more e Ankara Directorate for National Education, 06500, Ankara, Turkey f Ankara Directorate for National Education, 06500, Ankara, Turkey Abstract The aim of this study is to determine the opinions of the primary and secondary school teachers about in-service teacher training programs in Turkish Educational System. In-service Teacher Training Inventory (ITTI) developed by Yamak et al. (2011) was administered to 681 teachers from 26 different schools in Ankara. prefer distance learning although nearly all of them have computers and internet access at home in- s, within working hours, by university lecturers who are experts in their fields.
Fen Bilgisi Öğretmen Adaylarının Maddenin Tanecikli Yapısı Ünitesine Ait Konu Alan Bilgileri ile Pedagojik Alan Bilgileri Arasındaki İlişkinin İncelenmesi
Fen Bilgisi Ogretmen Adaylarinin Maddenin Tanecikli Yapisi Unitesine Ait Konu Alan Bilgileri ile ... more Fen Bilgisi Ogretmen Adaylarinin Maddenin Tanecikli Yapisi Unitesine Ait Konu Alan Bilgileri ile Pedagojik Alan Bilgileri Arasindaki Iliskinin Incelenmesi
School Science and Mathematics, 2019
There is an increasing awareness of out-of-school program value in enhancing student interest and... more There is an increasing awareness of out-of-school program value in enhancing student interest and understanding of science, technology, engineering, and mathematics (STEM). This study examined the impact of an out-of-school STEM education program on student attitudes toward STEM disciplines and STEM careers. A STEM education program implemented at a public research university was designed to integrate STEM disciplines with hands-on problem-based activities. Design features included authentic learning contexts, engineering design processes, and content integration. Data sources included an attitude survey and interviews conducted with forty sixth grade middle school student participants. The analysis revealed significant differences between pre and posttests on student attitudes toward personal and social implications of STEM, science and engineering learning, and their relationship to STEM. Findings showed that the program contributed to students' developing interest in STEM fields, and helped them make connections between schoolwork and daily lives. Recommendations for future research on out-of-school STEM education programs were discussed. K E Y W O R D S attitudes, mixed methods, out-of-school, STEM careers, STEM education 2 | BARAN et Al.
Assessing pre-service science teachers’ technological pedagogical content knowledge (TPACK) through observations and lesson plans
Research in Science & Technological Education, 2016
Abstract Background: Technological pedagogical content knowledge (TPACK) is critical for effectiv... more Abstract Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods. Sample: Twenty-seven pre-service science teachers took the course toward the end of their four-year teacher education program. Design and method: The study employed the case study methodology. Lesson plans and microteaching observations were used as data collection tools. Technological Pedagogical Content Knowledge-based lesson plan assessment instrument (TPACK-LpAI) and Technological Pedagogical Content Knowledge Observation Protocol (TPACK-OP) were used to analyze data obtained from observations and lesson plans. Results: The results showed that the TPACK-focused Science Methods course had an impact on pre-service teachers’ TPACK to varying degrees. Most importantly, the course helped teachers gain knowledge of effective usage of educational technology tools. Conclusion: Teacher education programs should provide opportunities to pre-service teachers to develop their TPACK so that they can effectively integrate technology into their teaching.
Eğitim Teknolojisi Kuram ve Uygulama, 2016
The purpose of this paper was to investigate teachers' technological pedagogical content knowledg... more The purpose of this paper was to investigate teachers' technological pedagogical content knowledge (TPACK) competencies and their attitudes towards internet and communication technologies (ICT). Study participants were 483 teachers from 23 different disciplines who attended to the Innovative Technologies for an Engaging Classroom (iTEC) in-service teacher training program implemented in 2013-2014 school year. TPACK-deep and ICT attitudes surveys were used to measure teachers' competencies and attiudes. The results of one-way ANOVA and linear regression analysis revealed that teachers' found themselves competent in ethics, application, design and expertise sub-scales of the TPACK-deep survey. The analysis of the ICT attitudes revealed that teachers' attitudes towards solving hardware problems were lower compared to other sub-scales. Positive correlation was also identified between teachers' TPACK competencies and ICT attitudes. However there was no significant difference between teachers from different disciplines.
Astronomi Tutum Ölçeğinin Türkçe'ye Uyarlanması: Geçerlik ve Güvenirlik Çalışması
tused.org
ÖZET Bu çalışmanın amacı Zeilik ve arkadaşları (1999) tarafından geliştirilen,“Astronomi Tutum Öl... more ÖZET Bu çalışmanın amacı Zeilik ve arkadaşları (1999) tarafından geliştirilen,“Astronomi Tutum Ölçeği (ATÖ)” ni Türkçe'ye uyarlamak ve ölçeğin geçerlik ve güvenirlik analizlerini yapmaktır. Araştırmaya Ankara Üniversitesi Astronomi Bölümü'nden 83 öğrenci ve üç farklı ...
International Journal of Education in Mathematics, Science and Technology, 2016
This article may be used for research, teaching, and private study purposes. Any substantial or s... more This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.
The International Journal of Environmental and Science Education, 2016
The purpose of the study was to examine science teachers' knowledge structures on technology, who... more The purpose of the study was to examine science teachers' knowledge structures on technology, who participated in a TPACK-based Professional Development (PD) program. The PD program was executed in the summer of 2015-2016 academic year with 24 science teachers. Data was collected with the Word Association Test (WAT). A holistic case study approach was followed throughout the study. The stimulus words used in WAT can be stated as; technology, information and communication technologies, computer, instructional materials, Web 2.0 tools, and Technological Pedagogical Content Knowledge (TPACK). Cutoff points were identified by the frequency tables of response words towards stimulus words. The cutoff points helped create the concept networks on technology. At the end of the PD program, progress in science teachers' knowledge structures toward technology was observed. The results showed that the 21st century technologies included in the PD program such as Web 2.0 tools, Algodoo, animoto, probeware, and student response systems were found to be prominent in teachers' responses.
EURASIA Journal of Mathematics, Science & Technology Education, 2012
The following interview was conducted with Professor David Hestenes in Gazimağusa, North Cyprus o... more The following interview was conducted with Professor David Hestenes in Gazimağusa, North Cyprus on March 23, 2009 during his visit for attending the Frontiers in Science Education Research Conference. He has served the physics education community since late 70s. He is most notably known by the project he led named the Modeling Instruction. Also, the Force Concept Inventory (FCI for short) is a very well-known tool for diagnosing student misconceptions in introductory mechanics. He alone and within his research groups, throughout the many decades, drew attention to the ways of conducting rigorous physics education research and contributing to the improvement of physics teaching and learning. Thanks to his leadership combined with the finest of the scholarship in the field, we now know much more than we did in the past. At the end of this paper, a list of Professor Hestenes' related publications is given for the readers' convenience.
British Journal of Educational Technology
Her research interests include technology integration in science education, teacher education, an... more Her research interests include technology integration in science education, teacher education, and technological pedagogical content knowledge. Aylin Albayrak Sari, PhD is working in the Department of Science Education at Hacettepe University. She is working on topics related to science education, teacher education, educational measurement, and developing/adapting instruments. Jo Tondeur is an assistant professor in the Interfaculty Department for Teacher Education at Vrije Universiteit Brussel. His research is situated within the field of educational innovations. Specifically, his research focuses on the integrated use of ICT in preservice teacher training and compulsory education.
The purpose of this study was to examine preservice teachers’ perceptions of the support their te... more The purpose of this study was to examine preservice teachers’ perceptions of the support their teacher education programs provide for developing their technological pedagogical content knowledge (TPACK). The research was conducted with 215 preservice teachers in the last year of teacher education programs and teaching certificate programs in three universities in Turkey. Data sources were the synthesis of qualitative evidence (SQD) scale that was validated in the Turkish context as part of this study and the TPACK-practical scale. The strategies investigated in the SQD model included: using teacher educators as role models; reflecting on the role of technology in education; learning how to use technology by design; collaboration with peers; scaffolding authentic technology experiences; and providing continuous feedback. The linear regression analysis revealed a positive relation between teacher education strategies and preservice teachers’ TPACK. Reflection and teacher educators’ as role models were the most frequently used teacher education strategies in teacher education programs included in this study. Results provided recommendations for further research on the connection between the teacher education strategies and the development of preservice teachers’ TPACK in teacher education programs.
Bu çalışmanın amacı Teknolojik Pedagojik Alan Bilgisi (TPAB) kuramsal çerçevesi doğrultusunda yap... more Bu çalışmanın amacı Teknolojik Pedagojik Alan Bilgisi (TPAB) kuramsal çerçevesi doğrultusunda yapılandırılan TPAB kazandırma amaçlı eğitim uygulamaları programının fen bilimleri öğretmenlerinin TPAB'a yönelik öz-yeterlik düzeyleri üzerindeki etkisini boylamsal olarak incelemektir. 18-25 Ağustos 2013 tarihleri arasında Türkiye'nin 18 farklı ilinden katılan 24 fen bilimleri öğretmeni ile gerçekleştirilen eğitim programı kapsamında 19 farklı uygulamalı etkinlik gerçekleştirilmiştir. Araştırma verileri eğitimin ilk ve son günü, eğitimden 6 hafta ve 1 yıl olmak üzere proje katılımcılarına uygulanan Teknolojik Pedagojik Alan Bilgisi Öz-Yeterlik İnanç Ölçeği (TPAB-ÖyÖ) ile toplanmıştır. Elde edilen veriler ilişkili örneklemler (tekrarlı ölçümler) için tek faktörlü ANOVA testi ile analiz edilmiştir. Araştırma sonucunda proje sonrasında öğretmenlerin teknolojik alan bilgisi, teknolojik pedagojik bilgi, bağlam bilgisi ve TPAB'a yönelik öz-yeterlik puanlarında en fazla artış meydana geldiği ve projeden sonra da (6 hafta, 1 yıl) son test puanlarına göre öz-yeterlik düzeylerinde anlamlı bir farklılık olmadığı tespit edilmiştir. ABSTRACT The purpose of this study was to investigate the impact of in-service teacher training program, designed with technological pedagogical content knowledge (TPACK) framework, on science teachers' self-efficacy. This is a longitudinal study in nature. The TPACK training was implemented between 18-25 August 2013 with 24 science teachers from 18 different cities of Turkey. The program included 19 hands-on TPACK activities. Teachers' efficacy of TPACK was measured with TPACK-efficacy Scale (TPACK-SeS) on the first and last day of the training, also * Bu çalışma TÜBİTAK tarafından 113B254 kodlu proje kapsamında desteklenmiştir.
Investigating the impact of a Technological Pedagogical Content Knowledge (TPACK)-based professional development program on science teachers’ TPACK
Eğitim fakü̧ltesi dergisi
Technological Pedagogical Content Knowledge (TPACK) framework has played an important role in ret... more Technological Pedagogical Content Knowledge (TPACK) framework has played an important role in rethinking current teacher education and technology practices both in Turkey and around the world. Due to the recent increase in the number of research studies conducted on TPACK in Turkey, there has been an emerging need to investigate the research on TPACK to evaluate the current literature as well as to guide future research studies. To help better inform teacher educators and researchers, the authors embarked upon a systematic review of 30 research articles published between January 2005 and December 2013 and that investigated the TPACK framework in Turkey's teacher education contexts. To understand the research trends in the literature the research articles' contexts, subjects, TPACK approaches, research methods, participants, TPACK based activities, data collection tools, data analysis methods, validity and reliability studies, and main results were analyzed. The results of th...
Eliciting Conceptions and Knowledge of Upper Elementary American Indian Students About Watersheds and their Management in a Place-based Learning Module
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Papers by Sedef Canbazoglu Bilici