Şengül Atasoy

This study aimed to examine teachers’ dialogic discussions in applications of concept cartoons on socioscientific issues (SSICCs) and how these discussions developed high school gifted students’ decision-making competences and informal reasoning modes. Through multiple case design, this study viewed three teachers in Science and Art Center (SAC) as the cases. The teachers’ dialogic discussions were analyzed by using the Dialogic Inquiry Tool (DIT). The findings of multiple case analysis revealed that the teachers’ dialogic discussions ranged from the lowest dialogic level to weak level in the first weeks. Toward the end of the implementations, they demonstrated strong semi-dialogic level discussions. Likewise, high school gifted students evolved their decision-making competences from spontaneous decision-making level to the intermediate level of metareflection over time. This suggests that the teachers’ pedagogical improvements in dialogic discussions via SSICCs have positively impacted high school gifted students’ decision-making competences and informal reasoning modes. It can be concluded that an improvement in the teachers’ dialogic discussions via SSICCs has stimulated the students’ decision-making processes, which cover the use of the scientific evidence and multiple disciplines to form their informal reasoning modes. Thus, it is suggested that professional development programs should be developed and implemented to cultivate in-service teachers’ pedagogical competences at blending well-known educative tools (e.g., concept cartoons) with contemporary pedagogical strategies (e.g., dialogic discussion).

Bu araştırmanın amacı ortaokul yedinci sınıf öğrencilerinin sosyobilimsel konulardan (SBK) olan atık yönetimi ile ilgili görüşlerini ve argüman düzeylerini belirlemektir. Araştırma, 2022-2023 eğitim-öğretim yılında bir ortaokulun yedinci sınıfındaki 18 öğrenci ile yürütülmüştür. Bu araştırmada durum çalışması benimsenmiştir. Çalışmada, atık yönetimi konusunda senaryo destekli argümantasyon etkinliği hazırlanmış ve fen bilimleri dersinde uygulanmıştır. Veriler, uygulamadan önce yürütülen görüşmeler ve uygulama sürecinde kullanılan Argümantasyon Temelli Etkinlik Kâğıdı (ATEK) ile elde edilmiştir. Verilerin analizinde betimsel ve içerik analizleri kullanılmıştır. Görüşmelerde, öğrencilerin atık yönetiminin önemi, geri dönüşüm süreçleri ve çevresel etkileri hakkında sınırlı bilgiye sahip olduğu tespit edilmiştir. Argüman düzeyleri açısından, öğrencilerin büyük bir kısmının Düzey 2’de (iddia+kanıt) yoğunlaştığı belirlenmiştir. Bu durum, öğrencilerin iddialarını destekleyen kanıtlar sunabildiklerini ancak gerekçelendirme ve karşı argüman oluşturma becerilerinin sınırlı olduğunu göstermektedir. Bununla birlikte, bazı öğrenciler Düzey 4 ve 5'te daha güçlü ve çok yönlü argümanlar üretebilmiş, atık yönetimiyle ilgili farklı perspektifleri değerlendirebilmiş ve derinlemesine tartışmalar yürütebilmiştir. Bu bağlamda özellikle kırsal bölgelerde yaşayan öğrencilerin atık yönetimi gibi çevrenin korunmasına yönelik toplumsal meselelerle ilgili farkındalıklarını ve argüman düzeylerini geliştirmek için fen derslerine SBK senaryoları ile desteklenmiş argümantasyonun entegre edilmesi gerektiği önerilmiştir.

Bu araştırmada, fen bilimleri öğretmenlerinin karar verme stratejileri bağlamında; sosyobilimsel konular (SBK) hakkındaki görüşlerini, Hidroelektrik Santraller (HES) ile ilgili informal muhakeme modlarını, karar verme ve argümantasyon düzeylerini belirlemek amaçlanmıştır. Araştırma Artvin ve Rize illerinde görev yapmakta olan 15 fen bilimleri öğretmeni ile yürütülmüştür. Temel nitel araştırma deseninin benimsendiği araştırmada; görüşmeler yoluyla elde edilen veriler betimsel ve içerik analizlerine tabi tutulmuştur. Öğretmenlerin çoğunun SBK’den haberdar olmadıkları ve bilgi eksikliğinin olduğu, nehir tipi HES ile ilgili farklı muhakeme yollarına başvurdukları, karar verme ve argümantasyon bakımından düşük düzeyde ve yüksek düzeyde becerilere sahip oldukları belirlenmiştir. Öğretmenlerinin SBK’de argümantasyon düzeylerinin ve karar verme yetkinliklerinin düşük olması, sınıf içi argümantasyon deneyimlerinin olmaması veya yetersiz olmasından kaynaklanabilir. Fen bilimleri öğretmenlerinin SBK karar verme stratejilerini geliştirmek için sınıf içi SBK argümantasyon deneyimlerinin sağlanması, izlenmesi ve uygulamalara ilişkin profesyonel gelişimlerinin takip edilmesi gerekir.

In the present study, argumentation based concept cartoons for socioscientific issues (CCSSI) were designed for students enrolled in Science and Art Centers (SACs), and the results of the implementation were evaluated. The education design, which adopted the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, was implemented in three stages. In the first stage, a framework plan was developed for the socioscientific issues (SSI) to generate concept cartoons. For each SSI in the framework plan the probable decisions (positive and negative), informal reasoning modes, and argument components (such as claim, evidence, counter argument and rebuttal) were determined. In the second stage, for argumentation based SSI teaching, the concept cartoons were generated and expert opinions were obtained. In the third phase the following issues were accomplished: teachers working at a SAC attended an inservice training program, a learning group was established, concept cartoons were exhibited on school corridors and simultaneously dialogic discussions were held in class. To collect data a questionnaire, interview forms, a rubric, and an observation form were utilized. Qualitative data were analyzed by means of descriptive analysis. Findings revealed that the framework plan was functional but the CCSSI needed some improvements. Based on the experts’ recommendations, the CCSSI was revised and then implemented. Observations showed that the teachers achieved the expected criteria at various levels ranging from monologic to dialogic. Thus, it is recommended that further studies are needed to enrich in-class dialogic discussions for teachers and students. Moreover, it is suggested that the framework plan can be used in other disciplines and grades.

Epistemological beliefs, including the source of knowledge, the certainty of knowledge, the organization of knowledge, the control of learning, and the speed of learning, are important to identify since these beliefs impact students' learning processes and how they attribute meaning to life. Concept cartoons, that students find genuine and credible, are found to be effective assessment tools in revealing these beliefs. The present study aims to identify and compare 5th and 8th grade middle school students' epistemological beliefs utilizing concept cartoons. The study participants were 5th (N=38) and 8th grade (N=47) students enrolled in three different middle schools in the Çamlıhemşin district of Rize. In order to reveal the students' opinions, one concept cartoon for each dimension of epistemological belief was utilized. A scoring rubric was employed to analyze the student responses to the concept cartoons. According to the results of the t-tests on students' scores, the 5th and 8th grade students' epistemological beliefs in the dimensions of organization of knowledge, source of knowledge, and certainty of knowledge are similar. In contrast, 8th grade students' epistemological beliefs related to the speed of learning and the control of learning were found to be significantly higher than those of 5th-grade students. Among the mean values of the students' epistemological beliefs, source of knowledge beliefs were found to be the lowest.Keywords Concept Cartoons, Epistemological Beliefs, Middle School Students

The aim of the present study was to develop the epistemological beliefs of eighth grade students through writing-to-learn (WTL) activities. A one-group pretest-posttest quasi-experimental research design was utilized in the study. The sample group consisted of a total of 18 eighth grade students, attending a secondary school in the rural part of Trabzon in Turkey. To improve the epistemological beliefs of students, WTL activities were developed and utilized in the "Matter and its Structure" unit of the science subject. Each WTL activity focused on one dimension of epistemology, such as source of knowledge, organization of knowledge, certainty of knowledge, speed of learning, and learning control. The WTL activities in the study were conducted throughout a total of 24 lessons. Semi-structured interviews were employed to collect data. Beliefs regarding each dimension of epistemology were identified to be at the level of absolutist, multiplist or evaluatist by means of the "Epistemological Belief Levels Rubric". The findings of the study revealed that the WTL activities increased students’ levels of the epistemological beliefs. Hence, students’ epistemological beliefs can be developed further by dwelling more on the history of science unit within the subject of science by raising students’ awareness.

Since concept cartoons give an important opportunity for students to achieve informal physics learning, the current research focused on pre-service teachers’ initial impressions of the concept cartoons in the school corridors and informal physics learning. The aim of the research was to determine pre-service teachers’ initial impressions of the concept cartoons in the school corridors and informal physics learning via the concept cartoons. After a 14-week intervention, a questionnaire with seven open-ended questions was administered to 542 pre-service teachers from primary, mathematics and science teacher education programmes. Their responses to the questionnaire were exposed to qualitative content analysis via two categories (advanced and poor impression). The results showed that pre-service teachers generally refered to advanced impressions of the concept cartoons. In light of the results, it can be deduced that the concept cartoons have enhanced their initial impressions of informal physics/science learning via the concept cartoons. The current research recommends that pre-service teachers should be encouraged to produce their own concept cartoons on the topic(s) they found difficult. Keywords: concept cartoon, informal learning, initial impression, science education.

Background: A substantial review study of concept cartoons reports that few studies have indicated their functions. For this reason, the present study illuminates the extent to which concept cartoon-embedded worksheets (through constructivist context) accomplish these functions in conceptual learning. Purpose: The purpose of the study is to determine the effect of the concept cartoon-embedded worksheets on grade 9 students’ conceptual understanding of Newton’s Laws of Motion. Sample: Within a quasi-experimental research design with control group, the sample consisted of 102 grade 9 students (aged 15–16 years) enrolled in an Anatolian High School. They were randomly assigned to control (52 students) and experimental groups (50 students). Design and methods: While the control group followed the existing physics instruction, the experimental one was exposed to the concept cartoon-embedded worksheets. To collect data, two scales (Newton’s Laws of Motion Test –NLMT– and Interview about Instances –IAI) were employed. Results: The results indicated that the experimental group performed better than did the control group. Conclusions: It can be deduced that the concept cartoon-embedded worksheets are effective in improving grade 9 students’ conceptual understanding and in replacing their alternative conceptions with scientific ones.

The aim of this study is to determine the effects of peer instruction method on student attitudes towards physics course. In the study, single group pre and posttest quasi- experimental design was adopted. The study was conducted with 46 students registered to 9th grade in a secondary school situated in Ankara province in Turkey in the spring term of 2012-2013 educational year. During 50 class hours “Force and Motion” and “Energy” units were instructed with peer instruction method. “Physics Attitude Scale (PAS)” was utilized as the main data collection tool of the study. PAS is 5-choice Likert type scale with 30 items. The reliability coefficient Cronbach Alpha of the PAS was calculated as 0.963. PAS which, was applied onto the students before and after peer instruction period has 4 factors called; ‘physics course perception’, ‘appreciating the value of physics course’, ‘expectations about physics course’ and ‘hesitations about physics course’. The data obtained with PAS were analyzed with dependent samples t-test. There was statistically significant difference between ‘appreciating the value of physics course’ and ‘expectations about physics course’ factors. This difference may arise from that the peer instruction method encourages students to speak and share ideas among peers more frequently about physics phenomena. As a result of the study the application of peer instruction method was recommended as it facilitates conceptual discussions in abstract concepts of physics.