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    CHED 180-Electrochemical and spectroelectrochemical characterization and ESR studies of cobalt tetrapyridinoporphyrazine compounds in DMSO solution
    (AMER CHEMICAL SOC, 2007) Hacieminoglu, Esme; Tuzun, Ozgul Yilmaz; Ertepinar, Hamide
    [Abstract not Available]
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    CHED 185-Measuring heterogeneous rate constants: Reactions at indium surfaces
    (AMER CHEMICAL SOC, 2007) Hacieminoglu, Esme; Alp, Elvan; Ertepinar, Hamide
    [Abstract not Available]
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    Differences between Students in STS and Non-STS Classrooms Regarding Creativity
    (EDITURA LUMEN, IASI, 2015) Hacieminoglu, Esme; Ali, Mohamed Moustafa; Yager, Robert E.; Oztas, Fulya; Oztas, Haydar
    The purpose of this study is to determine the features of creativity which K-12 students display in STS (Science-Technology-Society) classrooms vs. those found in non-STS classrooms of interest, too, is how students in STS and Control classrooms differ in terms of questions posed and collected from interviews with students concerning creativity. A pre-test post-test experimental design was used in this study. The sample consisted of 463 K-12 students enrolled in STS classes and 386 K-12 students in non-STS classes. Videotapes and notes from direct observations were reviewed in terms of eight features of creativity. Interviews of a random sample of students revealed major differences of student views concerning creativity in STS and Non-STS classrooms. Interviews with a sample of students regarding creativity features were more highly developed in students who experienced science in STS classrooms.
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    INVESTIGATING ELEMENTARY STUDENTS' LEARNING APPROACHES, MOTIVATIONAL GOALS, AND ACHIEVEMENT IN SCIENCE
    (HACETTEPE UNIV, 2009) Hacieminoglu, Esme; Yilmaz-Tuzuen, Ozgul; Ertepinar, Hamide
    This study examined the relationships among students' learning approaches, motivational goals, previous science grades, and their science achievement for the concepts related to atomic theory and explored the effects of gender and sociodemographic variables on students' learning approaches, motivational goals, and their science achievement for the concepts related to atomic theory. The sample constituted 416 seventh grade elementary students. A Science Achievement Test (specifically designed for atomic theory), A Learning Approach Questionnaire, and An Achievement Motivation Questionnaire were administered to the students. Results of the correlation analyses revealed positive relationships among meaningful learning, performance orientation, and self efficacy. Students' previous science grades were positively correlated with achievement, meaningful learning, and self-efficacy and negatively correlated with rote learning and performance orientations. ANOVA results revealed that participants' parents' education level had significant effect on their achievement and meaningful learning, rote learning, and approach performance orientations.
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    Successes with Reversing the Negative Student Attitudes Developed in Typical Biology Classes for 8th and 10th Grade Students
    (EURASIA, 2016) Hacieminoglu, Esme; Ali, Mohamed Moustafa; Oztas, Fulya; Yager, Robert E.
    The purpose of this study is to compare changes in attitudes of students about their study of biology in the classes thought by five biology teachers who experienced an Iowa Chautauqua workshop with and two non-Chautauqua teachers who had no experience with any professional development program. The results indicated that there are significant differences in student attitudes in favor with students of the five biology teachers who experienced of a full year of experiences an Iowa Chautauqua workshop.