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Öğe Assessing high school students' attitudes toward chemistry with a shortened semantic differential(Royal Soc Chemistry, 2015) Kahveci, AjdaAims of science education are concerned not only with students' cognition but also with students' affect, an umbrella term for emotions, feelings, moods, and attitudes. Many studies have been conducted on student attitudes toward learning science in general; however, studies concerning attitudes toward chemistry are limited in number. The purpose of this research was to adapt and use the shortened version of Bauer's semantic differential, ASCIv2 (Attitude toward the Subject of Chemistry Inventory version 2), developed and validated by Xu and Lewis in 2011. Following the translation and adaptation procedures, the inventory was administered to a total of 503 high school students at four public schools in Turkey. Factor analysis was conducted to explore the internal structure of the instrument and compare factors across cultures. The results showed that the two- factor structure of the ASCIv2 measuring intellectual and emotional attitudes was valid. The alpha values suggested strong internal consistency for the instrument. According to descriptive analyses, the students in the sample had average intellectual (M = 3.60, SD = 1.47) and emotional (M = 3.93, SD = 1.75) attitudes. Univariate analyses of variance demonstrated that former success in chemistry courses as well as achievement in middle school had effects on high school students' intellectual and emotional attitudes toward chemistry. This finding supports the pattern established by previous research, suggesting that attitude and achievement are related. Conducted in a culturally and linguistically different context, this research confirms and provides strong evidence that the instrument yields reliable scores in diverse settings.Öğe COMPUTER PERCEPTIONS OF SECONDARY SCHOOL TEACHERS AND IMPACTING DEMOGRAPHICS: A TURKISH PERSPECTIVE(Turkish Online Journal Educational Tech-Tojet, 2011) Kahveci, Ajda; Sahin, Nese; Genc, SebnemTechnology use in education is largely influenced by external environmental and personal teacher factors. Adding a Turkish perspective, the purpose of the present study was to explore secondary school teachers' perceptions of computers and influencing demographics characteristics. Cross-sectional survey methodology was employed in three secondary high schools known for their educational and technological eminence. A total of 130 secondary school teachers participated. Teacher perceptions were defined to include computer attitudes, technological affinity, technological aversion, and confidence and comfort. The survey instrument measured these dimensions in four scales. General Linear Model findings illustrated effects of computer experience and training, gender, teaching field and Internet connection availability on perceptions. Ownership of personal computer appeared to be an important predictor of higher level computer experience and training, and consequently, more positive attitudes and higher confidence and comfort. Implications address pre- and in-service teacher development programs. Further research recommendations are made.Öğe Computer perceptions of secondary school teachers and impacting demographics: A turkish perspective(2011) Kahveci, Ajda; Şahin, Neşe; Genç, ŞebnemTechnology use in education is largely influenced by external environmental and personal teacher factors. Adding a Turkish perspective, the purpose of the present study was to explore secondary school teachers' perceptions of computers and influencing demographics characteristics. Cross-sectional survey methodology was employed in three secondary high schools known for their educational and technological eminence. A total of 130 secondary school teachers participated. Teacher perceptions were defined to include computer attitudes, technological affinity, technological aversion, and confidence and comfort. The survey instrument measured these dimensions in four scales. General Linear Model findings illustrated effects of computer experience and training, gender, teaching field and Internet connection availability on perceptions. Ownership of personal computer appeared to be an important predictor of higher level computer experience and training, and consequently, more positive attitudes and higher confidence and comfort. Implications address pre- and inservice teacher development programs. Further research recommendations are made. © The Turkish Online Journal of Educational Technology.Öğe Construct Validity and Reliability Measures of Scores from the Science Teachers' Pedagogical Discontentment (STPD) Scale(Eurasia, 2016) Kahveci, Murat; Kahveci, Ajda; Mansour, Nasser; Alarfaj, Maher MohammedThe Science Teachers' Pedagogical Discontentment (STPD) scale has formerly been developed in the United States and used since 2006. Based on the perceptions of selected teachers, the scale is deeply rooted in the cultural and national standards. Given these limitations, the measurement integrity of its scores has not yet been conclusively established internationally, such as in the Saudi Arabia context. The items of the scale are slightly tailored to make the instrument suitable in the specific context, such as with respect to country-based regulations, reforms, and everyday practices of science teachers and their professional development initiatives. Item-based descriptive statistics, the measure's factor structure as opposed to its former validity studies, and factor-based reliability scores are investigated in the present report. Thus, this study extends the validity and reliability measures of the instrument to the international scale and further confirms its appropriateness to measure teacher attitudes towards inquiry-based science education initiatives.Öğe Development of two tier diagnostic items based on ontology in the topic of the particulate nature of matter(T.C. Milli Egitim Bakanligi, 2011) Özalp, Dilek; Kahveci, AjdaThe purpose of this study was to develop an instrument assessing student understanding on the particulate nature of matter by utilizing ontological categories as theoretical lens. We particularly focused on: 1) portraying the ontological basis of related misconceptions 2) the way student feedback during pilot testing aided item development, 3) student thinking as revealed through their provided feedback. Aligned with content in the middle school curricula, an assessment instrument of 15 distractor-driven, multiple-choice, two-tier items were constructed. Then, revisions were made to the items according to expert suggestions, ensuring content validity. Subsequent to content validity work, to utilize student feedback for the improvement of the items and the validity of the inferences, we pilot tested our instrument in the second semester of 2007-2008 with 178 students attending a middle school and a private tutoring center in Istanbul. In the pilot test, the students were asked 14 questions about each item. After the pilot testing, most of the items were revised and improved according to the students' feedback. In this article we discuss the development process and exemplify the revisions made according to student feedback and results from the pilot testing.Öğe Diagnostic assessment of student misconceptions about the particulate nature of matter from ontological perspective(Royal Soc Chemistry, 2015) Oezalp, Dilek; Kahveci, AjdaStudent conceptions related with matter and the particulate nature of matter (PNM), are vital for advanced understanding in chemistry, and have been a research area of significant attention. Lacking in the literature are studies addressing chemical misconceptions from an ontological point of view. The purpose of the current study was to develop a diagnostic instrument by utilizing ontological categories as theoretical lens and to evaluate student understanding on the topic PNM through assessment based on the relationship between ontology and misconceptions. Aligned with content in the middle school curricula, an assessment instrument of 25 distractor-driven, multiple-choice items, 15 of which were two-tier, was constructed. Subsequent to content validity work, to utilize student feedback for the improvement of the items and the validity of the inferences, we pilot tested our instrument with 178 students. Cross-sectional survey methodology was employed for the larger assessment work across Grades 6-11. Data were collected from a randomly selected sample of 696 students attending primary and secondary schools. The overall trend emerged to be improved student knowledge with increasing grade level. The students most often tended to attribute the properties of macroscopic matter to its microscopic particles and had most difficulty in explaining dissolution at the particle level, confirming previous national and international findings. An understanding of misconceptions from an ontology perspective may further assist educators to enhance a radical conceptual change. Distractor-driven, two-tier multiplechoice items are envisioned to aid stakeholders in curriculum development and implementation by illuminating student conceptions and ways of thinking.Öğe Evaluation of Faculty-School Partnership Model: Pre-service Science Teachers’ Views(2010) Bekiroğlu, Feral Ogan; Kahveci, Ajda; İrez, Osman Serhat; Şeker, Hayati; Çakır, MustafaField experience has been regarded as the most favorably viewed component of initialteacher education in contributing to pre-service teachers’ professional learning. The conceptof university–school partnerships is promoted as a holistic approach where mutualprofessional learning benefits are anticipated and realized—where the knowledge andexpertise of educators in schools and universities are valued, respected and utilized. While thepartnerships may serve many aims, the underlying belief in their value often stems from thegenerally held assumption that such partnerships provide opportunities for the relationshipsbetween theory and practice to be more effectively enhanced. Varying periods of placement inschool and classroom settings encourage pre-service teachers to engage in a developmentalprocess of observing and experimenting with teaching practice, and learning about the skills,knowledge, philosophies and attitudes of the professional teacher. Therefore, the quality ofpre-service teachers’ learning experiences in the field is a major concern in initial teachereducation.Improving science teacher education has been an integral part of reform movements inthe National Education in Turkey during the last decade. As a result of these efforts, HigherEducation Council and Ministry of National Education restructured science educationÖğe Exploring chemistry teacher candidates' profile characteristics, teaching attitudes and beliefs, and chemistry conceptions(Royal Soc Chemistry, 2009) Kahveci, AjdaThe curricula of teacher education need periodic revisions to respond to the evolution of educational objectives. Teachers' beliefs, as well as their characteristics, teaching attitudes and competency in their subject matter play a decisive role in the success of any reform. In this study, a cross-sectional survey was conducted across years 1-5 of a teacher training program at a university in a metropolitan area in Turkey, seeking to outline prospective chemistry teachers' profile and understand their teaching beliefs and attitudes toward teaching as a profession. As a second facet, an investigation of prospective teachers' understanding of fundamental chemistry concepts was conducted, including the concepts of element, compound, the particulate nature of matter and chemical bonding. One hundred and forty chemistry teacher candidates (more women than men) responded to the beliefs and attitudes surveys. Chemistry concept probes were answered by group combinations of first, fourth and fifth year students. The results highlight positive attitudes and intentions of the participants about having teaching as a profession. Final year students appear to hold less traditional teaching beliefs than their year 3 and 4 peers, most likely because of their participation in courses on chemistry methods. Insufficient levels of understanding of fundamental chemistry concepts and common alternative conceptions were uncovered. Suggestions are made in regards to restructuring teacher preparation curricula and courses to allow for confrontation of beliefs and to be more conceptually challenging as well as practice based.Öğe Fakülte-Okul ??birliği Modelinin Değerlendirilmesi: Ortaöğretim Fen Alanları Öğretmen Adaylarının Görü?leri(2010) Bekiroğlu, Feral Ogan; Kahveci, Ajda; İrez, Osman Serhat; Şeker, Hayati; Çakır, MustafaÖğretmen adaylarının hizmet öncesi eğitim sırasında alanda kazandıkları tecrübelerin, onların öğretmenlik mesleğine hazırlanmasında çok önemli bir faktör olduğu çeşitli araştırmalarda vurgulanmaktadır. Ülkemizde “Fakülte-Okul İşbirliği” modelinin uygulamaya konulması bu doğrultuda atılan bir adımdır. Ancak, yapılan çalışmalar Fakülte-Okul İşbirliği modelinin işleyişinde bazı problemler yaşandığını göstermiştir. İşbirliğinin bir parçası olan ve modelin işleyişinden doğrudan etkilenen öğretmen adaylarının görüşlerini alarak, modelin değerlendirilmesi ve geliştirilmesi için öneriler sunulması bu çalışmanın amacını oluşturmaktadır. Araştırmada eleştirel teori paradigması altında durum çalışması dizaynı kullanılmıştır. Fakülte-Okul İşbirliği’ni oluşturan boyutlara dayanarak açık uçlu sorulardan oluşan bir anket geliştirilmiş ve bu anket toplam 224 fizik, kimya ve biyoloji öğretmen adayına uygulanmıştır. Elde edilen bulgular fen alanları öğretmen adaylarının genel olarak Fakülte-Okul İşbirliği modelinden memnun olduklarını göstermektedir. Öğretmen adayları bu işbirliği sayesinde kendilerini öğretmen gibi hissettiklerini, teoride öğrendiklerini pratiğe dökme imkânı bulduklarını ve özgüvenlerinin arttığını ifade etmişlerdir. Bununla birlikte, aday öğretmenler kendilerini pasif hissettikleri birçok etkinliğin olmasından, uygulama öğretmenlerinin ilgisizliğinden ve işbirliği hakkında yeterli bilgiye sahip olmamalarından yakınmışlardır. Makalenin sonunda işbirliğinin geliştirilmesi için çeşitli öneriler sunulmuşturÖğe Fen ve Mühendislik Alanlarında Kariyer: Eğitim Sürecinde Kız Öğrenciler ve Çokdilli/Çokkültürlü Öğrencilerin Deneyimleri(2016) Kahveci, AjdaFırsat eşitliği fen eğitimi alanında yapılan araştırmalarda vurgulanan en önemli temalardan biridir. Cinsiyet, sosyo-kültürel özellikler ve sosyo-ekonomik düzey gibi etkenler dünya çapında fen eğitimi sürecinde öğrenciler için dezavantajlı bir durum oluşturan faktörlerin arasındadır. Bu araştırmada, kültürel-tarihsel aktivite teorisi ışığında Türkiye'de kız öğrencilerin ve çokdilli/çokkültürlü öğrencilerin fen ve mühendislik alanlarında kariyer sahibi olmaları sürecinde deneyimlerinin ve karşılaştıkları güçlüklerin ne olduğu sorusuna yanıt aranmıştır. Çalışmada olgusal (fenomenolojik) yaklaşım odaklı nitel araştırma metodolojisi kullanılmış ve veriler yarı yapılandırılmış mülakatlar yoluyla toplanmıştır. Elde edilen sonuçlar öğrencilerin eğitim yaşantılarını etkileyen ve birçok durumda zorlayıcı olan faktörlerin olduğunu göstermiştir. Bu faktörler aktivite sisteminde birçok çelişkinin varlığına işaret etmektedir. Sosyo-ekonomik durum, eğitim sistemi ve alt yapı hedeflere ulaşmada önemli araçlar arasında yer alırken toplumsal normlar, açık ve örtük kurallar da aktivite sisteminin etkin olan diğer öğeleridir. Kız öğrenciler ve çokdilli/çokkültürlü öğrenciler için daha verimli bir eğitim süreci elde etme adına çelişkilerin giderilmesi konusunda öneriler getirilmiştir.Öğe Gender perspective on affective dimensions of chemistry learning(Springer Berlin Heidelberg, 2015) Kahveci, AjdaDeclining numbers of young people pursuing science-based areas of study and careers have often been reported in national documents around the globe. Students' positive attitudes toward science are found to be among the important factors contributing to their decisions to engage in science. Yet, science curricula focusing on the fundamentals of scientific knowledge, being transmitted to students, fail to enhance positive attitudes toward science, in general, and toward physical sciences, in particular. For complex reasons, girls, more likely than boys, tend to disengage with physical sciences and engage with certain fields such as biology, psychology, and the social sciences. Student attitudes toward learning science have been broadly addressed; however, studies concerning attitudes toward chemistry and attitude relation with gender, in particular, remain limited. The focus of this chapter is on research findings over a period of several decades regarding the impact of gender on student affect related with chemistry. The review uncovers mixed results, some studies reporting more positive attitudes for girls and vice versa. Grounded in feminist theories, this chapter also provides an analysis to understand the gender impact on affective dimensions in chemistry learning. Evidence suggests that conclusions drawn about student participation and affect in physical sciences may not hold true for chemistry. It is also suggested that an existentialist feminist theoretical perspective may be informative in accounting for the difference between the two genders regarding affect in chemistry and physics. Implications of the apparent less "masculine" image of chemistry for chemistry and science education are discussed. © Springer-Verlag Berlin Heidelberg 2015.Öğe Looking from a CHAT-IT perspective to undergraduate Mexican physics: organizational trajectories or professors as agents of change?(Springer, 2010) Kahveci, AjdaRecent elaborations on cultural-historical activity theory (CHAT) (Engestrom et al., eds., Perspectives on activity theory. New York: Cambridge University Press, 1999) and its relation to organizational theories have produced a theoretical amalgam of these earlier ideas, which allow for the exploration of learning in formal organizational contexts such as schools. In this paper I reflect on Candela's work situated in undergraduate Mexican physics by drawing attention to the CHAT-IT framework (Ogawa et al., Educational Researcher 37( 2): 83-95, 2008) as a viable lens. I suggest that it is important to understand the historical development of the Mexican university as an educational organization as well as the role of physics professors as agents of change whose practices contribute to not only breaking classroom walls but also to transforming the organization affecting future activity systems.Öğe Maddenin tanecikli yapısı ile ilgili iki aşamalı tanılayıcı soruların ontoloji temelinde geliştirilmesi(2011) Özalp, Dilek; Kahveci, AjdaMaddenin tanecikli yapısı konusunda, ontolojik kategorilerin kuramsal çerçeve olarak kullanıldığı, iki aşamalı soruların geliştirilmesi bu çalışmanın amacını oluşturmuştur. Araştırmanın odağında özellikle, 1) soruların geliştirilmesi sürecinde yapılan pilot uygulamada öğrencilerden dönüt alma, 2) dönütlerde görülen, konu ile ilgili öğrenci düşünce biçimlerini anlama, 3) kavram yanılgılarının ontolojik temelini tanılama, yer almıştır. Ortaöğretim ders programıyla bağlantılı olarak 15 tane iki aşamalı tanılayıcı soru hazırlanmıştır. Kapsam geçerliliğini sağlamak için uzman görüşlerine göre test maddelerinde düzeltmeler yapılmıştır. Soruları güçlendirmek ve elde edilecek sonuçların geçerliliğini sağlamak amacıyla öğrenci dönütlerini almak üzere 2007-2008 öğretim yılının ikinci döneminde, İstanbul’da bir ilköğretim okulu ve bir dershanede bulunan toplam 178 öğrenciyle soruların pilot uygulaması yapılmıştır. Pilot uygulamada öğrencilere her bir soruyla ilgili 14 dönüt sorusu sorulmuştur. Pilot uygulamadan sonra öğrencilerden alınan dönütlere göre sorular düzeltilmiş ve iyileştirilmiştir. Anlamlı öğrenme için iki aşamalı tanılayıcı sorular kadar bu soruların kapsam geçerliliğinin etkin bir biçimde sağlandığı geliştirme süreci de önemlidir.Öğe Quantitative analysis of science and chemistry textbooks for indicators of reform: A complementary perspective(2010) Kahveci, AjdaIn this study, multiple thematically based and quantitative analysis procedures were utilized to explore the effectiveness of Turkish chemistry and science textbooks in terms of their reflection of reform. The themes gender equity, questioning level, science vocabulary load, and readability level provided the conceptual framework for the analyses. An unobtrusive research method, content analysis, was used by coding the manifest content and counting the frequency of words, photographs, drawings, and questions by cognitive level. The context was an undergraduate chemistry teacher preparation program at a large public university in a metropolitan area in northwestern Turkey. Forty preservice chemistry teachers were guided to analyze 10 middle school science and 10 high school chemistry textbooks. Overall, the textbooks included unfair gender representations, a considerably higher number of input and processing than output level questions, and high load of science terminology. The textbooks failed to provide sufficient empirical evidence to be considered as gender equitable and inquiry-based. The quantitative approach employed for evaluation contrasts with a more interpretive approach, and has the potential in depicting textbook profiles in a more reliable way, complementing the commonly employed qualitative procedures. Implications suggest that further work in this line is needed on calibrating the analysis procedures with science textbooks used in different international settings. The procedures could be modified and improved to meet specific evaluation needs. In the Turkish context, next step research may concern the analysis of science textbooks being rewritten for the reform-based curricula to make cross-comparisons and evaluate a possible progression. © 2010 Taylor & Francis.Öğe Women's education and career choices in Turkey(Nova Science Publishers, Inc., 2009) Kahveci, AjdaIn many countries throughout the world, women are less likely than men to choose a career that involves science, mathematics or engineering, and are more likely than men to earn bachelor's degrees in non-science and non-engineering fields. Similarly, women are less likely to hold managerial positions within the industry they work. Gender disparity in education and professional careers is well-researched in Western culture, including North America and Western European countries. However, not much is known about factors related with gender affecting women's education or career choices in Eastern culture. The purpose of this chapter is to present a review and synthesis of the literature on women's education and career development in Turkey, a unique country known for its Islamic, secular and democratic identity in the Middle East. More focus is placed on investigating Turkish women's tendency to pursue science, mathematics or engineering careers, as revealed by research. Statistical information is given on the proportion of women tracking or holding traditionally "masculine" professional positions. Within discussions, comparisons are made to highlight similarities and differences of the factors affecting women's career choices in Turkish and Western contexts. © 2010 Nova Science Publishers, Inc.Öğe WOMEN'S EDUCATION AND CAREER CHOICES IN TURKEY(Nova Science Publishers, Inc, 2010) Kahveci, AjdaIn many countries throughout the world, women are less likely than men to choose a career that involves science, mathematics or engineering, and are more likely than men to earn bachelor's degrees in non-science and non-engineering fields. Similarly, women are less likely to hold managerial positions within the industry they work. Gender disparity in education and professional careers is well-researched in Western culture, including North America and Western European countries. However, not much is known about factors related with gender affecting women's education or career choices in Eastern culture. The purpose of this chapter is to present a review and synthesis of the literature on women's education and career development in Turkey, a unique country known for its Islamic, secular and democratic identity in the Middle East. More focus is placed on investigating Turkish women's tendency to pursue science, mathematics or engineering careers, as revealed by research. Statistical information is given on the proportion of women tracking or holding traditionally masculine professional positions. Within discussions, comparisons are made to highlight similarities and differences of the factors affecting women's career choices in Turkish and Western contexts.Öğe Women’s education and career choices in Turkey(Nova Science Publishers, Inc., 2010) Kahveci, AjdaIn many countries throughout the world, women are less likely than men to choose a career that involves science, mathematics or engineering, and are more likely than men to earn bachelor’s degrees in non-science and non-engineering fields. Similarly, women are less likely to hold managerial positions within the industry they work. Gender disparity in education and professional careers is well-researched in Western culture, including North America and Western European countries. However, not much is known about factors related with gender affecting women’s education or career choices in Eastern culture. The purpose of this chapter is to present a review and synthesis of the literature on women’s education and career development in Turkey, a unique country known for its Islamic, secular and democratic identity in the Middle East. More focus is placed on investigating Turkish women’s tendency to pursue science, mathematics or engineering careers, as revealed by research. Statistical information is given on the proportion of women tracking or holding traditionally “masculine” professional positions. Within discussions, comparisons are made to highlight similarities and differences of the factors affecting women’s career choices in Turkish and Western contexts. © 2010 Nova Science Publishers, Inc.
