Browsing by Author "Ayas, A."

Now showing 1 - 11 of 11

Open Access
Assessing changes in high school students' conceptual understanding through concept maps before and after the computer-based predict-observe-explain (CB-POE) tasks on acid-base chemistry at the secondary level
(Royal Society of Chemistry, 2015-07-22) Yaman, F.; Ayas, A.
Although concept maps have been used as alternative assessment methods in education, there has been an ongoing debate on how to evaluate students’ concept maps. This study discusses how to evaluate students’ concept maps as an assessment tool before and after 15 computer-based Predict–Observe–Explain (CB-POE) tasks related to acid–base chemistry. 12 high school students participated in this study. Students’ concept maps were evaluated taking into account three parts: qualitative, quantitative and representational level. The results gathered from the quantitative analysis of the pre and post concept maps were analyzed using SPSS 17.0. The results showed that there is a significant difference between students’ pre and post concept map scores (z = 3.05; p o 0.05). From the qualitative analysis of the concept maps, the majority of the students constructed their pre and post concept maps non-hierarchically; while they drew more interconnected concept maps after the CB-POE tasks. Regarding their representational level, the students used the macroscopic level more often than microscopic and symbolic levels in both their pre and post concept maps. Nonetheless, they increased the number of macroscopic, microscopic and symbolic level representations in their post concept maps. The paper concludes with suggestions and implications for educators and researchers to improve the quality of concept map evaluation.
Open Access
Assessing prospective chemistry teachers' understanding of gases through qualitative and quantitative analyses of their concept maps
(R S C Publications, 2013-04) Kibar, Z. B.; Yaman, F.; Ayas, A.
The use of concept mapping as a tool to measure the meaningful learning of students is the focus of this study. The study was carried out with 24 last year students (22 years old) from the Department of Chemistry Teaching at Fatih Faculty of Education, Karadeniz Technical University (KTU). Prospective Chemistry Teachers (PCT) were asked to create concept maps using a list of given concepts related to gases. An examination of the PCTs' maps revealed that the students could not form hierarchical maps even after being shown examples of the basic elements and meaningful propositions between the concepts. After being provided with feedback about their concept maps and trained to form non-hierarchical concept maps, the students were asked to create new maps. This time they were allowed to use either hierarchical or non-hierarchical maps. When their new maps were examined, we found that most of the PCTs formed non-hierarchical maps. However, they still could not form meaningful relationships between the given concepts. We also found that the PCTs had some misconceptions about gases and kinetic molecular theory that explains gas behavior. The study ended up with some suggestions and implications for educators and researchers related to pre-service teachers' training.
Open Access
Challenges and barriers in implementing lifelong learning in developing countries
(International Journal on New Trends in Education and Their Implications, 2015-07) Yazıcı, A.; Ayas, A.
Knowledge took 1,750 years to double for the first time, counting from the start of the Christian era; and it is projected that by 2020 knowledge will double every 73 days. Humanity faces a new challenge in coping with this rapid change in knowledge and consequently, adopting himself/herself to this directly affected society. Lifelong Learning (LLL) seems to be the only tool to satisfactorily reply to this challenge. This article aims at discussing the main issues in LLL including Recognition of Prior Learning (RPL), using the approach in the European Union countries. In addition, challenges in Turkey’s recently completed European Union (EU) project “Promoting LLL in Turkey” are discussed. Based on these cases a roadmap and a set of recommendations for LLL in developing countries are given.
Open Access
Effect of a virtual chemistry laboratory on students' achievement
(2013) Tatli, Z.; Ayas, A.
It is well known that laboratory applications are of significant importance in chemistry education. However, laboratory applications have generally been neglected in recent educational environments for a variety of reasons. In order to address this gap, this study examined the effect of a virtual chemistry laboratory (VCL) on student achievement among 90 students from three different ninth-grade classrooms (an experimental group and two control groups). Study data were gathered with pre and post chemical-changes unit achievement (CCUA) Test, laboratory equipment test (LET), and unstructured observations. The collected data were analyzed using SPSS (version 16.0). Comparisons were made within and between groups. It was concluded that the developed virtual chemistry laboratory software is at least as effective as the real laboratory, both in terms of student achievement in the unit and students’ ability to recognize laboratory equipment.
Open Access
The effect of the worksheets on students' achievement in chemical equilibrium
(Ekip Ltd. Sti., 2011) Yıldırım, N.; Kurt, S.; Ayas, A.
In the present study, it is aimed to determine effects of worksheets on students' achievement on the factors affecting equilibrium. The study was carried out with a quasi-experimental design. Data were collected through chemical equilibrium concept test, semi structured interviews and unstructured observations. The sample was 44 eleventh grade students enrolled in two classes from a secondary school in Trabzon in the fall term of the 2008-2009 academic years. Interview data were analysed descriptively. Data collected from chemical equilibrium concept test were analysed by using SPSS statistical programme. On the other hand data from unstructured observations were organized and then given directly. At the end of the study, it is found that experimental group students were more successful than the control group. As a result, a number of suggestions were made about development of worksheets in other difficult concepts of chemistry.
Open Access
The effectiveness of predict-observe-explain technique in probing students' understanding about acid-base chemistry: a case for the concepts of pH, pOH and strength
(Springer Netherlands, 2013-06) Kala, N.; Yaman, F.; Ayas, A.
The present study describes high school students’ conceptions about acids and bases in terms of pH, pOH, microscopic level, strength, and concentration. A total of 27 high school students participated in the study. The data was collected using 3 POE tasks and a semi-structured interview. The data analysis demonstrated that most of the students had poor understanding related to a drawing of weak and strong acids. In addition, the findings revealed that the POE’s were effective in terms of gathering students’ predictions and reasons for the prediction of outcomes in an open-ended format. The POE tasks also revealed that some of the students had misconceptions regarding pH and pOH. The students believed that pH was a measurement of the acidity, while pOH was a measurement of the basicity. The findings obtained have certain implications for the secondary chemistry program.
Open Access
Effects of storylines embedded within the context-based approach on pre-service primary school teachers’ conceptions of matter and its states
(The Education University of Hong Kong, 2015-12) Demırcıoğlu, H.; Ayas, A.; Demırcıoğlu, G.; Özmen, H.
In this study, the effect of the context-based approach on pre-service primary school teachers’ understanding of matter and its states and their attitude towards chemistry was investigated. Using a simple experimental design, the study was conducted with 35 pre-service primary school teachers who were exposed to context-based material with storylines. Two instruments were used to collect data as pre-test, post-test, and delayed-test: the States of Matter Achievement Test (SMAT) and the Chemistry Attitude Scale (CAS). Also, semi-structured interviews were conducted with the pre-service primary school teachers after the implementation. The results indicated that the use of storylines embedded within a context-based approach resulted in better understanding of the concepts of matter and its states. Furthermore, the approach helped pre-service teachers gain positive attitudes towards chemistry. This improved performance was also observed in the delayed test. Overall, the results showed that the intervention had considerable effects on remedying pre-service teachers’ alternative conceptions. Some suggestions are made on the implications for practice and learning.
Open Access
Improving students' understanding and explaining real life problems on concepts of reaction rate by using a four step constructivist approach
(Sila Science, 2012) Kurt, S.; Ayas, A.
The aim of this study was to investigate the effects of activities developed based on a four-step constructivist approach on students' understanding and explaining real-life problems about reaction rate concepts in chemistry. The study was carried out with 41 eleventh grade students, from two different classes attending a secondary school in Turkey. Two classes were randomly designated as experimental and control groups. While teaching the subject, a four-step constructivist approach was used for the experimental group whereas in control group, students were taught by the traditional method. Teaching activities in both groups were observed by one of the researchers. In both groups, Real-life Relating Test (RRT), including the phenomena that students observe in their daily life about reaction rate concepts was implemented before and after the intervention. Also semi-structured interviews were conducted with 13 students chosen from the both groups. At the end of the study, it was determined that the intervention which was carried out based on a four-step constructivist approach helped more the students in explaining real-life problems in a scientific way and provide more lasting learning than traditional approach. It is suggested that such activities should be used in other abstract or problematic concepts in chemistry.
Open Access
Investigating the effectiveness of a POE-based teaching activity on students' understanding of condensation
(Springer Netherlands, 2012) Coştu, B.; Ayas, A.; Niaz, M.
This article reports on the development of a Predict-Observe-Explain, POE-based teaching strategy to facilitate conceptual change and its effectiveness on student understanding of condensation. The sample consisted of 52 first-year students in primary science education department. Students' ideas were elicited using a test consisting of five probe questions and semi-structured interviews. A teaching activity composed of three Predict-Discuss-Explain-Observe-Discuss-Explain (PDEODE) tasks was employed, based on students' preconceptions identified with the test. Conceptual change in students' understanding of condensation was evaluated via a pre-, post-, and delayed post-test approach and students' interviews. Test scores were analyzed using both qualitative and quantitative methods. The findings suggested that the strategy helps students to achieve better conceptual understanding for the concept of condensation and enables students to retain these new conceptions in their long-term memory.
Open Access
Mathematics and science assessment in the Turkish educational system: an overview
(Information Age Publishing, Inc., 2013) Ayas, A.; Corlu, M. S.; Aydin, E.
Changes in the nature of assessment in science and mathematics have led to a profound change in the conceptions of assessment. The change in our understanding of assessment reflected a move toward the greater integration of assessment and learning—away from assessment instruments whose links to learning were weak. The aim of the current paper was to review how these changes were reflected in the Turkish context, mainly in 2 parts: (1) governmental interventions, including changes in the middle grades teacher education, assessment system, and curriculum, and (2) the implementation of these changes in the middle grades classrooms. The review is based on three sources, including the program documents, textbooks, and external examinations. The analysis of these sources suggested that the program documents were the most successful in guiding mathematics and science teachers’ assessment practices; however, several problems in the implementation of the prescribed ideas in the middle grades classrooms remained unresolved.
Open Access
Virtual chemistry laboratory: effect of constructivist learning environment
(Anadolu Universitesi, 2012) Tatli, Z.; Ayas, A.
The lab applications, which were started to be applied through mid 19th century, not only provide a new point of view but also bring about a new dimension to the lessons. At early times they were used to prove theoretical knowledge but lately they turned into environments where students freely discover knowledge as an individual or in groups. The activities that have come up with the recent form of labs substantially contributed to training ideal students for constructivist approach, who research, inquire, test, seek solutions, wear scientist shoes and deeply reason about the concept of concern. However, on the present stage of our educational system, these activities cannot be included in science lessons for several reasons. At that point virtual labs emerged as an alternative solution for the problems of the instruction in science courses. Thanks to virtual labs presenting different disciplines in a flexible manner, the interaction between the teacher and the learner become 7/24 independent from time and place. This article presents a study that provides insight in the appropriateness of Virtual and real laboratory applications on constructivist learning environment using interactive virtual chemistry laboratory (VCL) development was used in academic year of 2009-2010 for a six week period. The sample of this quasi-experimental study was 90 students from three different 9th grade classrooms of an Anatolian Secondary school in the center of Trabzon city. The student groups were randomly attained as one experimental and two control groups. The data collection tools of the study were; questionnaire of teaching philosophy (QTP), Semi-structured interviews and unstructured observations. The results showed that virtual chemistry laboratory software was just as effective as real chemistry laboratory and it positively affected the facilitating of constructivist learning environment. It was determined that the students in experimental group conducted the experiments as precise as the real ones; they felt themselves safe during the experiments; they could relate the experiments with daily life; they had the opportunity to investigate both macro-molecular and symbolical dimensions of the experiments. It was speculated that using virtual chemistry laboratories as a supportive complement in education will become an indispensable instructional material in terms of both the economy of the nation and the persistency of the learning.