Yazar "Geban, Omer" seçeneğine göre listele

Listeleniyor 1 - 5 / 5
  • Küçük Resim Yok
    Öğe
    Analysis of Argumentation and Questioning Patterns in Argument-Based Inquiry Classrooms
    (TURKISH EDUCATION ASSOC, 2012) Gunel, Murat; Kingir, Sevgi; Geban, Omer
    The purpose of this study was to analyze the argument-based inquiry approach implementations with respect to questioning in the classrooms. In addition, the study aimed to explore the relationship between levels of questioning and negotiation of ideas. The study was conducted with three teachers and 146 students. The video transcripts obtained from these teachers' classrooms were analyzed through discourse analysis. The findings indicated that teachers' questioning and implementation level are two crucial factors in starting and sustaining the negotiation of ideas in science classrooms. In addition, a relationship was detected among teachers' questioning patterns, number and type of questions generated by students. Finally, the talk moves used by the teacher facilitated students' talk and negotiation.
  • Küçük Resim Yok
    Öğe
    Development of a three-tier test to assess high school students' understanding of acids and bases
    (ELSEVIER SCIENCE BV, 2011) Cetin-Dindar, Ayla; Geban, Omer
    Two-tier tests are such as assessment tools that can make available for teachers/researchers to determine students alternative conceptions and whether a student gives a correct response to a question by understanding the related subject since the second-tier of a test asks for a reason for the first-tier response. The purpose of this study was to develop a valid and reliable three-tier diagnostic test to assess students' understanding of acids-bases concepts. For developing this test, interviews and open-ended questions were administered to high school students and related literature was reviewed; the findings obtained from these steps construct the three-tier test. (c) 2011 Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
  • Küçük Resim Yok
    Öğe
    EFFECT OF CONCEPTUAL CHANGE APPROACH ON STUDENTS' UNDERSTANDING OF REACTION RATE CONCEPTS
    (HACETTEPE UNIV, 2012) Kingir, Sevgi; Geban, Omer
    The purpose of the present study was to investigate the effect of conceptual change text oriented instruction compared to traditional instruction on 10th grade students' understanding of reaction rate concepts. 45 students from two classes of the same teacher in a public high school participated in this study. Students in the experimental group were instructed by conceptual change text oriented instruction while students in the control group were instructed by traditional instruction. The results indicated that conceptual change text oriented instruction was more effective than traditional instruction on students' understanding of reaction rate concepts. It was also found that some of the misconceptions were still held by the students in both groups. In the control group, the proportion of these misconceptions was higher than that of in the experimental group. Moreover, previous learning in chemistry contributed to students' understanding of reaction rate concepts significantly.
  • Küçük Resim Yok
    Öğe
    The effect of conceptual change based instruction on students' attitudes toward chemistry
    (ELSEVIER SCIENCE BV, 2011) Kaya, Ebru; Geban, Omer
    This study aims to explore the effect of conceptual change based instruction accompanied with demonstrations (CCBIAD) on 11th grade students' attitudes toward chemistry. The sample consists of sixty-nine 11th grade students in two classes in a high school. In the experimental group, CCBIAD was used, whereas in the control group, traditionally designed chemistry instruction was used. The students' attitudes were measured by Attitude Scale toward Chemistry. The results of ANOVA show that there was a significant mean difference between post-test scores of two groups in favor of the experimental group. As a conclusion, CCBIAD has a key role in forcing students' attitudes toward chemistry. (c) 2011 Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
  • Küçük Resim Yok
    Öğe
    Using the Science Writing Heuristic Approach to Enhance Student Understanding in Chemical Change and Mixture
    (SPRINGER, 2013) Kingir, Sevgi; Geban, Omer; Gunel, Murat
    This study investigated the effect of the Science Writing Heuristic (SWH) approach on grade 9 students' understanding of chemical change and mixture concepts. Four intact classes taught by two chemistry teachers from a Turkish public high school were selected for the study; one class was assigned as the treatment group, and the other class was assigned as the comparison group. Students in the treatment group were instructed by the SWH approach, while those in the comparison group were instructed with traditionally designed chemistry instruction. Tests measuring students' conceptual understanding in the units of chemical change and mixture were administered as pre- and posttest for both groups. At the end of the instruction, semistructured interviews were conducted with 13 students from the treatment group and eight students from the comparison group. ANCOVA results revealed that the SWH approach was superior to the traditional approach on students' understanding of chemical change and mixture concepts. Interview results indicated that students in the treatment group demonstrated better scientific understanding of chemical change and mixture concepts compared to those in the comparison group.