
Haki PeşmanFırat University · Mathematics and Science Education
Haki Peşman
Doctor of Philosophy
About
16
Publications
11,306
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
555
Citations
Publications
Publications (16)
This study explores the influences of verification and guided inquiry-based physics laboratories on preservice science teachers’ conceptual understanding of and misconceptions about simple electric circuits and their metacognitive awareness. In other words, the impact of the amount of guidance in inquiry teaching is being explored. There were two g...
In STEM disciplines, it is crucial to design research studies clarifying the relationships between academic performance-related constructs and academic performance. This study aims at exploring whether middle school students' perceptions of constructivist learning environment (P-CLE) mediate the relationship between their perceptions of multiple in...
Bu çalışmada, yaşam temelli problem çözme öğretim yaklaşımının fen bilimleri öğretmen adaylarının duyuşsal özelliklerinden fiziğe yönelik tutum ve motivasyonları ile mekanik başarıları arasındaki cinsiyet farkına etkisi araştırılmıştır. Fırat Üniversitesi Fen Bilgisi Öğretmenliği programında öğrenim gören 27 (9 erkek ve 18 kadın) son sınıf öğretmen...
Günümüzde ekolojik ve toplumsal alan ile ilgili ciddi sorunlar ile karşı karşıya kalmış durumdayız. İklim değişikliği, su krizi, sosyal ve ekonomik adaletsizlikler gibi sorunların karmaşık yapısı bu sorunlara nasıl yaklaşılması gerektiği ile ilgili belirsizliklere neden olmaktadır. Çünkü söz konusu sorunların tek bir disiplin bağlamında çözümü zord...
What knowledge teachers must hold to be an effective teacher has been particularly investigated for several decades. A first systematic attempt to define teacher knowledge was made by Shulman and his colleagues. Pedagogical knowledge (PK), subject matter knowledge (SMK) and pedagogical content knowledge (PCK) were three main components of their mod...
In this study, it is aimed to investigate in what way students’ motivation in physics prior to the treatments of experimental study influences the effects on contextual approach and 5E learning cycle on their achievement. The data comes from a factorial-design-research from which the effects of context-based approach and 5E learning cycle on 11th g...
The authors explored how gender and socioeconomic status (SES) predicted physics achievement as mediated by metacognition and physics self-efficacy. Data were collected from 338 high school students. The model designed for exploring how gender and SES-related differences in physics achievement were explained through metacognition and physics self-e...
The purpose of this study is to explore not only the effect of context-based physics instruction on students’ achievement and motivation in physics, but also how the use of different teaching methods influences it (interaction effect). Therefore, two two-level-independent variables were defined, teaching approach (contextual and non-contextual appr...
The authors aimed to propose a valid and reliable diagnostic instrument by developing a three-tier test on simple electric circuits. Based on findings from the interviews, open-ended questions, and the related literature, the test was developed and administered to 124 high school students. In addition to some qualitative techniques for establishing...
The main purpose of this study was to develop a three-tier test for assessing ninth-grade students misconceptions about simple electric circuits. The first tier of an item on the test presents an ordinary multiple choice question, the second tier presents a set of reasons for the response given to the first tier, and the third tier questions if ex...