Yazar "Kartal, Tezcan" seçeneğine göre listele

Listeleniyor 1 - 4 / 4
  • Küçük Resim
    Öğe
    Preservice science teachers' belief systems about teaching a socioscientific ıssue
    (Tused, 2014) Kılınç, Ahmet; Afacan, Özlem; Polat, Dilber; Demirci Güler, Pınar; Yıldırım, Kasım; Demiral, Ümit; Eroğlu, Barış; Kartal, Tezcan; Sönmez, Arzu; İşeri, Büşra; Görgülü, Özkan
    We investigated the belief system of Turkish preservice science teachers (PSTs) about teaching a socioscientific issue (GM Foods) using a belief system model. This model includes three belief pools: content beliefs (CBs), core pedagogical beliefs (CPBs) and pedagogy of content beliefs (PCBs). Based on this model, we developed a questionnaire in order to see interrelationships among three belief pools about teaching GM Foods. For content beliefs, we selected content knowledge, risk perceptions, moral beliefs and religious beliefs. For pedagogy of content beliefs, we selected teaching efficacy, preferred teaching methods and preferred teacher’s roles. We administered the questionnaire to 423 PSTs. Using correlation analysis, multinomical logistic regression and structural equation modelling we tried to understand the relationships between CBs and PCBs and to make interpertations about possible CPBs working as a filter between CBs and PCBs. The results show that PSTs are relatively knowledgeable, hold high risk perceptions and certain moral and religious beliefs about GM Foods. They possess high teaching efficacy beliefs, choose the teaching role of Neutral Impartiality and prefer large class discussion and computerassisted teaching. As core pedagogical beliefs (CPBs), they may have traditional epistemologies, moral and religiously-based teaching goals
  • Küçük Resim
    Öğe
    Preservice science teachers' efficacy regarding a socioscientific issue: A belief system approach
    (Springer, 2013) Kılınç, Ahmet; Kartal, Tezcan; Eroğlu, Barış; Demiral, Ümit; Afacan, Özlem; Polat, Dilber; Demirci Güler, Mutlu Pınar; Görgülü, Özkan
    The aim of the present study was to understand the nature of teaching efficacy beliefs related to a socioscientific issue (SSI). We investigated Turkish preservice science teachers' teaching efficacy beliefs about genetically modified (GM) foods using a belief system approach. We assumed that preservice teachers' beliefs about GM foods (content knowledge, risk perceptions, moral beliefs, and religious beliefs) and their teaching efficacy beliefs about this topic constitute a belief system, and these beliefs are interrelated due to core educational beliefs. We used an exploratory mixed design to test this model. We developed and administered specific questionnaires to probe the belief system model. The sample for the quantitative part of this study included 441 preservice science teachers from eight universities. We randomly selected eight participants in this group for follow-up interviews. The results showed that preservice science teachers held moderately high teaching efficacy beliefs. Learning and teaching experiences, communication skills, vicarious experiences, emotional states, and interest in the topic were sources of this efficacy. In addition, content knowledge and risk perceptions were predictors of teaching efficacy. We believe that epistemologies based on traditional teaching and the values attached to science teaching are the core beliefs that affect the relationship between predictor variables and teaching efficacy.
  • Küçük Resim
    Öğe
    School students' conceptions about biodiversity loss: definitions, reasons, results and solutions
    (SPRINGER, 2013) Kılınç, Ahmet; Yeşiltaş, Namık Kemal; Kartal, Tezcan; Demiral, Ümit; Ero?lu, Barış
    Environmental degradation stemming from anthropocentric causes threatens the biodiversity more than ever before, leading scholars to warn governments about the impending consequences of biodiversity loss (BL). At this point, it is of great importance to study the public's conceptions of BL in order to identify significant educational implications. However, a review of the literature reveals a relatively small body of research about the public understanding of BL. In this qualitative study, we thus strived to elicit Turkish school students' conceptions about BL using a written questionnaire including open-ended questions with respect to the definition of biodiversity as well as reasons for, results of and solutions to BL. The sample consisted of 245 school students in a relatively small city. A two-staged content analysis was run on the responses. The results showed that school students most commonly preferred species-focused definitions of biodiversity and understood BL through such various conceptual patterns as, 'balance of nature', 'forest', 'global warming', 'hunting' and 'indirect conservation'. At the end of the paper, the possible educational implications and future perspectives were discussed.
  • Küçük Resim
    Öğe
    Stickers to facts, imposers, democracy advocators, and committed impartialists: Preservice science teachers' beliefs about teacher's roles in socioscientific discourses
    (SPRINGER, 2017) Kılınç, Ahmet; Kelly, Thomas; Ero?lu, Barış; Demiral, Ümit; Kartal, Tezcan; Sönmez, Arzu; Demirbağ, Mehmet
    For science teachers using the discourse of socioscientific issues (SSI), it is important to make a decision as to whether when and how to disclose their own positions. The existing limited literature shows that science teachers prefer one of four roles during SSI discourse: sticker to facts, imposer, democracy advocator, and committed impartialist. The purpose of the present research is to understand the nature of preservice science teachers' (PST) beliefs underlying such selection. Based on existing literature, we developed a teacher's belief questionnaire including vignettes representing four teacher's roles in discussion of genetically modified (GM) foods. Three hundred twenty-four (324) PSTs from a Turkish context experiencing SSI-based reforms completed these questionnaires, selected one of the teacher's roles, and justified their selection by writing reasons. Content analysis procedures were used in data analysis of this qualitative study. The results show that most PSTs selected dialogical roles (democracy advocators and committed impartialists). Looking at their beliefs, epistemologies and teaching goals work together in PSTs' selection of their preferred role. In addition, we argue that there is no desired alignment between teachers' existing beliefs and expectations of SSI reforms. We conclude by indicating certain implications that may enhance such alignment.