Trends in Turkish Science Education

The aim of the study is to determine the trends in Turkish Science Education on the basis of both master and doctoral theses involved. The researchers reviewed the online databases of the Higher Education Council and Proquest as well as the web page of graduate school of each university in Turkey which presents thesis archieve and investigated 444 graduate theses abstracts/fulltexts in regard to their created matrix (Year, Research Interest, Research Methodology and Sample). The document analysis has pointed out that in terms of research interest two general trends are apparent in Turkish science education research: (1) introducing science education between 1990 and 2000 (2) keeping up with new perspectives in the line of international trends. Also, in view of research methodology although interpretive research methodology has also been preffered since 1997, descriptive research design has still dominated in this context. Some suggestions were made for future research

PENGEMBANGAN STRATEGI PAROCS UNTUK MENGUBAH KONSEPSI ALTERNATIF SISWA PADA KONSEP KELEMBAMAN

The aim of this study was to develop a Prediction, Alternative conceptions, Refutation, Observation, Comparison and Scientific explanation (PAROCS) strategy to change students’ alternative concepts on inertia concept. The research method used is the 4D model (Define, Design, Develop and Disseminate). Participants were 30 students (15 boys and 15 girls, their average age were 15-16) in class X of a public high school in Sukabumi, West Java. The instrument used is a four-tier diagnostic test. Data were analyzed based on a 4D model and conceptual category. At the disseminate stage, it shows an increase in scientific concepts and a decrease in alternative concepts after the application of the PAROCS strategy. From this, it can conclude that PAROCS strategy can be developed to change students’ alternative concepts into scientific concepts. Further studies could not only use the PAROCS strategy, but also develop this strategy for different physics concepts

Development of simple kits (SK) refraction of light using photodiode sensors for student understanding

Students' understanding to learn science on the concept of light refraction is experiencing serious problems because of the unobservable of light particles. The research object to be resolved in this study is to improve the concept of light refraction using a photodiode sensor. The problem to be solved in this research is to develop a Simple Kit (SK) Refraction of Light (RoL) using a photodiode sensor for students' understanding of concepts. The research method for making SK RoL using photodiode sensors using ADDIE, which consists of the first stage, analysis by analyzing the needs of SK RoL products using photodiode sensors to be developed. Second, the SK RoL design uses a photodiode sensor. Third, Development is developing SK RoL Using Photodiode Sensors. Implementation of the Fourth RoL Decree Using Photodiode Sensors to see student understanding of 74 students from tertiary institutions in one of the provinces in Indonesia. Fifth, Evaluation by revising the product at each stage of SK RoL development. SK RoL product research results include Green Laser, Photodiode sensor, Angle Arc, Display Module and Displayed Data, Arduino Uno R3 Atmega 328, Medium Container and Programs Using Arduino Software. The characteristics of the SK ROL results show that the SK RoL based on the Photodiode Sensor developed can be used as a physics learning medium because it can visualize the unobservable concept of light refraction and increase students' understanding of the concept of light refraction because of the nature of the particles which are difficult to understand by using a green laser which is passed through a photodiode sensor medium and Arduino can be visualized in a real way. SK RoL can work optimally in a room where the light is not too bright or requires a room that is a bit dark so it is possible to observe the laser beam. SK RoL, as a physics learning medium, can be used to increase students' understanding of the concept of light refraction. The implications of developing SK RoL can be used as a learning medium to attract students' interest in learning, support the learning process, and help make it easier for students to understand abstract physics concept

To What Extent Do Teachers of Gifted Students Identify Inner and Intermodal Relations in Knowledge Representation?

Gifted students get bored of reading authoritative and descriptive multimodal texts. They need coherent, explanatory, and interactive texts. Moreover, because of the pandemic, gifted students took courses online, and teachers had to conduct their lessons on digital online tools with multimodal representations. They posted supplementary teaching materials as multimodal texts to the students. Hence, teachers of gifted students should pay attention to inner and intermodal relations to meet the needs of gifted students and support their learning experience. The research aims at examining to what extent teachers of gifted students identify inner and intermodal relations because before designing these relations, the teacher should recognize these types of relations. The educational descriptive case study was applied. Six experienced primary school teachers were involved. The data were analyzed via content analysis. The results showed that teachers just identified the primitive level of inner and intermodal relations. The conclusion can be drawn that several educational design research should be increased to construct professional development courses for teachers about this issue. Learning and applying inner and intermodal relations are crucial for teachers of gifted students, in addition to having curiosity, they have a high cognitive level in different areas, thus they demand advanced forms of multimodal texts

Big bubbles in boiling liquids: students' views

The aim of this study was to elicit students' conceptions about big bubbles in boiling liquids (water, ethanol and aqueous CuSO4 solution). The study is based on twenty-four students at different ages and grades. The clinical interviews technique was conducted to solicit students' conceptions and the interviews were analyzed to discover students' views. The interview findings established that students had difficulties with comprehending big bubbles in boiling liquids, especially in liquids other than water. Moreover, a few unexplored misconceptions about using different liquids were identified. The misconceptions may possibly stem from teachers and textbook authors, who have used water as an example in teaching about boiling. This suggests that we should use a range of liquids - not only water - when explaining boiling in curricular materials and during teaching

Algorithmic, Conceptual and Graphical Chemistry Problems: A Revisited Study

The aim of this study is to determine whether there were significant differences students performances amongst conceptual, algorithmic and graphical questions tests in selected topics. One hundred 12th grade students participated in this study. In order to address research questions. The conceptual, graphical and algorithmic questions tests were used in topics of solubility, chemical calculations, chemical equilibrium and radioactivity. Students' performances in each test were analyzed with one-way ANOVA and statistical analysis pointed to statistically significant differences amongst each of three test scores (p < 0.05) in favour of algorithmic questions test. Further analyses were utilized to compare one type of questions test with others. From these comparisons, it was found the independence of the conceptual dimension, the algorithmic dimension and the graphical dimension. It was concluded that the competence in each type of questions may be independent of other types of questions

Presentation of atomic structure in Turkish general chemistry textbooks

Research in science education has recognized the importance of teaching atomic structure within a history and philosophy of science perspective. The objective of this study is to evaluate general chemistry textbooks published in Turkey based on the eight criteria developed in previous research. Criteria used referred to the atomic models of Thomson, Rutherford and Bohr and twenty-one textbooks (published between 1964 and 2006) were analyzed. Results obtained showed that none of the textbooks explained satisfactorily that: a) Thomson's experiments on cathode rays were conducted to clarify the controversy with respect to the nature of cathode rays, that is, charged particles or waves in the ether; b) The rivalry between Rutherford's hypothesis of single scattering based on a single encounter and Thomson's hypothesis of compound scattering led to a bitter dispute; c) Bohr had not even heard of the Balmer and Paschen formulae for hydrogen line spectrum when he wrote the first version of his article; and d) Bohr's model was based on an inconsistent foundation in which he 'grafted' Planck's 'quantum of action' on to Maxwell's electrodynamics. Some textbooks explained satisfactorily that: a) Rutherford's model of the atom had to compete with that of Thomson; and b) Bohr's main objective was to explain the paradoxical stability of the Rutherford model. It is concluded that the inclusion of historical reconstructions of atomic structure in Turkish general chemistry textbooks can provide students with a better appreciation of the dynamics of scientific progress

Promoting conceptual change in first year students' understanding of evaporation

We constructed the PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) teaching strategy, a variant of the classical POE (Predict-Observe-Explain) activity, to promote conceptual change, and investigated its effectiveness on student understanding of the evaporation concept. The sample consisted of 52 first year students in a primary science education department. The students' ideas were revealed by a test consisting of eight questions. The PDEODE teaching strategy was designed on the basis of the students' preconceptions. Conceptual change in students' understanding of evaporation was evaluated by administering the same test as pre-, post and delayed post-test. The test scores were analyzed by both qualitative and quantitative methods. Statistical analysis using general linear model repeated measures of student test scores point to statistically significant differences in pre-, post-, delayed post tests and total scores (p<0.05), suggesting that the strategy helped students to achieve a better conceptual understanding. Further, no statistically significant differences were observed between post- test and delayed post- test scores, suggesting that teaching strategy enabled students to retain their new conceptions in their long-term memory

Effectiveness of Artificial Intelligent Independent Learning (AIIL) with physics chatbot of global warming concept

This research aims to analyze the effectiveness of Artificial Intelligent Independent Learning (AIIL) with physics chatbot of global warming concept. Method of research uses the Research &amp; Development method referring to the ADDIE development model. This research was conducted with 64 students at Senior High School in Indonesia who were divided into chatbot-based experimental groups and control groups. The results of this study were obtained by conducting the normalized gain &lt;g&gt; test of 0.60 (medium category) for the control group and 0.87 (high category) in the experimental group. As for the results of the Cohen's D effect-size test, the result was 0.93 with high category AAIL for increasing learning outcome. Thus, the developed AAIL chatbot has high effectiveness in increasing learning outcome

Cybergogy Trends in Cognitive Psychology of Physics Learning: A Systematic Literature Review from 2019-2023 with NVivo

The purpose of this Systematic Literature Review (SLR) is to identify the cybergogy trends in cognitive psychology in physics learning from 2019-2023. The focus of this review includes research methods, technology used, links to cognitive psychology, and physics concepts. A total of 60 articles (60 articles indexed Scopus and 29 of them indexed Scopus and WoS) were used in this review using the Prisma guide. The analysis was carried out with the help of NVivo12 as well as percentage calculations. The results show that: 1) The research method used is dominated by quasi-experiments (22%); 2) The technology used in learning is dominated by virtual reality/lab (35%); 3) Most of the links with cognitive psychology are devoted to conception (33%), and; 4) Physics concepts that are widely used in research are dominated by concepts related to electricity and magnetism (27%). The results of this review indicate that research on cybergogy directly in physics learning is still minimal. However, if it is generalized to research on technology in physics learning over the last five years, it can be seen that the trend is quite good. Thus, the results of this review recommend further research in developing technologies that are popular in physics learning cybergogy, such as the development of virtual reality/lab or Augmented Reality