Papers by Esme Hacieminoglu
Http Dx Doi Org 10 1080 03004279 2013 865655, Jan 8, 2014
ABSTRACT The purpose of this study is to investigate student- and school-level factors that help ... more ABSTRACT The purpose of this study is to investigate student- and school-level factors that help to explain the difference in the nature of science (NOS) views. Overall, the design of this study is correlational. The sample consisted of 3062 students enrolled in the sixth, seventh, and eighth grades of elementary schools in Turkey. A hierarchical linear modelling was selected as a modelling technique. This study has established the importance of the student's socioeconomic background, learning approaches undertaken, self-efficacy, and motivational goals in the formation of their NOS views. The findings reveal that quality of both the physical infrastructure of schools and the educational resources in schools, parent educational levels, student achievement, self-efficacy, experience of meaningful learning, and learning goal orientation are positively related to different dimensions of student NOS views. Additionally, performance goal orientation and rote learning approaches have a negative relationship with different dimensions of student NOS views.
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Hacettepe University Journal of Education, 2009
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Science Educator, 2010
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Educational Sciences Theory and Practice, 2014
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Procedia - Social and Behavioral Sciences, 2014
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School Science and Mathematics, 2013
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Http Dx Doi Org 10 1080 03004279 2012 671840, May 19, 2014
ABSTRACT The purposes of this study were to develop and validate an instrument for assessing elem... more ABSTRACT The purposes of this study were to develop and validate an instrument for assessing elementary students’ nature of science (NOS) views and to explain the elementary school students’ NOS views, in terms of varying grade levels and gender. The sample included 782 students enrolled in sixth, seventh, and eighth grades. Exploratory factor analysis factor structures and confirmatory factor analysis fit indices confirmed the existence of the hypothesised four dimensions in the structure of the nature of science instrument (NOSI). These dimensions and associated Cronbach α reliabilities of scores were observation and inferences (0.74), tentative NOS (0.76), imagination and creativity (0.80), and empirical NOS (0.63). Descriptive analyses revealed that the most favourable NOS views were obtained for the empirical nature of scientific knowledge. The students were uncertain about NOS views related to tentative NOS and imagination and creativity. The least favourable NOS views were obtained for observation and inferences.
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Hacettepe Universitesi Egitim Fakultesi Dergisi, 2009
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Creativity is one of the domains for science teaching and student learning for this study as reco... more Creativity is one of the domains for science teaching and student learning for this study as recommended in the National Science Education Standards (NSES). Examples of creativity were identified by teachers and students enrolled in control classrooms and those headed by Teacher Leaders from the Iowa Chautauqua Professional Development program. Results indicate differences between the classrooms and student evaluations of teachers enrolled in Iowa Chautauqua and those from control groups from the same or nearby school districts. Over thirty features of creativity were identified by four Teacher Leaders and their students. These traits varied somewhat among five Teacher Leaders. They were then compared with student responses from other classrooms where creativity was not a domain for the curriculum and the kind of teaching advocated by the National Science Education Standards (NSTA).
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Education 3-13, 2012
The purposes of this study were to develop and validate an instrument for assessing elementary st... more The purposes of this study were to develop and validate an instrument for assessing elementary students’ nature of science (NOS) views and to explain the elementary school students’ NOS views, in terms of varying grade levels and gender. The sample included 782 students enrolled in sixth, seventh, and eighth grades. Exploratory factor analysis factor structures and confirmatory factor analysis fit
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The aim of this research is to determine the effects of various teaching methods and activities, ... more The aim of this research is to determine the effects of various teaching methods and activities, which are used in environmental education lessons, on the environmental literacy level of classroom pre-service teachers. This study was carried out including the classroom pre-service teachers, who took the environmental education course in the academic year of 2012-2013. In this study, an experimental design was used. The Environmental Literacy Scale and the Evaluation of the Environmental Education Outcome Scale, which was developed by the researchers, were utilized as data collection instruments. The implementations were carried out throughout the semester. During the semester, traditional teaching methods (lecture type) were used in the control group, while teaching methods in which the pre-service teachers were active in the outdoor and indoor were used in the experimental group. Regarding the quantitative data, descriptive analysis, paired-samples t-test, Independent Samples T-Test analysis were utilized. Content analysis was used for the analysis of the data obtained from the open-ended questions. The findings showed that there was a statistically significant difference in favor of the experimental group with respect to the " attitudes " , " uses, " and " concern " dimensions of the environmental literacy. When the pre-test and post-test results of the control group were compared within the group, no any significant difference was found. Yet, a significant difference in the dimensions of " attitudes " and " uses " was found when the pre-test and the post-test results were compared within the experimental group. The classroom pre-service teachers in the control group gave very positive feedback on the issues of " the outcomes they obtained from the environmental education course " , " teaching topics related to environmental education when become teachers, " and " environmental problems. " Richer codes and higher frequencies were obtained from the experimental group on these categories.
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Papers by Esme Hacieminoglu