Fatma Yaman's research while affiliated with Bozok University and other places
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Publications (21)
This study investigated the development and utilization of argument and representation resources in pre-service science teachers’ (PSTs’) written and oral arguments over two semesters in an argument-based inquiry environment of General Chemistry Laboratory I and II courses. The study employed a form of mixed methods research that is known as ‘data-...
Language and argument are epistemic tools that learners can use to help them generate and validate knowledge for themselves, as emphasized in NGSS and previous NRC reports. Not all learning environments elicit or support the use of these epistemic tools equally, thus affecting how students grow in competence in relation to their use. The present st...
This study investigated the perceptions and quality of argumentative and summary writing of the Pre-service Science Teachers (PSTs) who participated in a knowledge generation approach to learning, which is known as the SWH approach, and who had had experience with it across different time periods. A total of 41 PSTs were divided into three groups b...
The purpose of this study was to examine pre-service science teachers’ (PSTs) development of multiple levels of representation and written arguments using an immersive approach to argument, the science writing heuristic, in general chemistry laboratory I and II courses. Fifty PSTs participated the study, 20 experiments were performed, and 976 sampl...
TÜBİTAK 4004 DOĞA LAB: DOĞADA SORGULAMA TEMELLİ BİLİM PROJESİNİN ÖĞRENCİLERİN BİLİM İNSANI İMAJ VE GÖRÜŞLERİNE ETKİSİGülşah SEZEN VEKLİ1, Hatice ÇİLSALAR SAGNAK2, Fatma YAMAN3 ÖZ Bilimsel araştırma; doğada yaşanan olayların sırrını çözmeyle ilgili sorgulama yaparak kanıtlar toplama sürecidir. Bu kapsamda “Doğa_Lab: Doğada Sorgulama Temelli Bilim” i...
The purpose of this study is to explain the theoretical perspectives of an argument-based science inquiry approach, also known as The Science Writing Heuristic (SWH), and to represent how oral and written arguments take place using an example of its implementation. In the context of constructing scientific knowledge, we discuss how language is used...
The purpose of this research is to examine growth and interdependency of epistemic tools –language, argument, and dialogic interactions- in two different learning environments (Argument-Based Inquiry [ABI] vs Traditional Inquiry). Epistemic tools may help students to come to know the scientific concepts. NGSS framework reflects this approach to epi...
This study investigated multiple levels of representation (the macroscopic, microscopic, symbolic levels) in students’ written arguments. In this context, students were implemented the Science Writing Heuristic approach (SWH), which is an argument-based approach to science inquiry, using virtual chemistry laboratory. Qualitative research was used,...
Bu çalışma, TÜBİTAK Destek Programlarına yönelik proje hazırlama eğitiminin fen bilgisi öğretmen adaylarının proje yazma/hazırlama becerilerine etkisi araştırmaktadır. Bu amaçla hazırlanan eğitim öncesinde ve sonrasında öğretmen adaylarından bilim fuarlarına yönelik proje önerisi hazırlamaları istenmiştir. Bu araştırmada eylem araştırması kullanılm...
The purpose of this study was to enhance grade 11 students’ conceptual understanding of fundamental acid-base models using Predict-Observe-Explain based animated movies (POE-AM). Twelve grade 11 students participated in the study. To collect data, the students’ responses to the POE-AM tasks and interview protocols were used. The findings indicated...
This study investigates the effect of the science writing heuristic (SWH) approach on the quality of prospective science teachers’ (PSTs) argumentative writing and their understanding of the components of argumentation in the SWH approach and their own learning. Ten SWH approach activities were implemented during the semester. The study was carried...
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. 1...
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 c...
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...
This study was conducted with the purpose of examining capacity to determine of Prospective Chemistry Teachers (PCT) Science Process Skills (SPS) on different chemistry experiments. The study was carried out with document analyses in the academic year of 2008–2009 at the Faculty of Education Karadeniz Technical University in Turkey. The sample grou...
The aim of this study is to investigate students’ understanding of solubility, dissolution and effect of substance type on solubility. The sample is composed of 77 first year prospective science and technology student teachers in Fatih Faculty of Education at KTU, in 2008–2009 academic year. Data were collected by a worksheet prepared according to...
Citations
... By combining the method writing-to-learn with Lewis structures, a new approach has been used; the students read and wrote about the original paper of Lewis to ensure conceptual learning (Finkenstaedt-Quinn et al., 2019;Shultz & Gere, 2015). Students' argumentation skills are in recent research often evaluated (Juntunen & Aksela, 2014;Yaman & Hand, 2022). Students often have problems if they have to build argumentations (Deng & Flynn, 2021). ...
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... It was considered necessary to test the learning effects in our context, because Bangert-Drowns et al. (2004) and Cikmaz et al., (2021) pointed out that the effect of writing tasks on learning might depend on scaffolding, population, and context. For example, we included online simulation and writing prompts that were not included in other AW studies for learning chemistry (e.g., Moon et al., 2019;Sampson et al., 2013;Walker et al., 2016;Yaman, 2021). We predict that the difference in scores from a beginning of course knowledge test to an end of course knowledge test on chemistry concepts will be higher for students in the treatment group than those in the control group. ...
... Augmentative writing (AW) is a literacy tool used to facilitate learning and develop students' critical thinking and scientific literacy (Cho & Jonassen, 2002;Cikmaz et al., 2021;Ferretti & Graham, 2019;Nussbaum et al., 2019). It provides the opportunity to identify problems, find potential solutions, construct arguments, and produce new knowledge (Finkenstaedt-Quinn et al., 2017). ...
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... As in the beginning questions, each suggestion for methods is questioned, justified, and ultimately, the appropriate method is created by deduction. While discussing methods, PSTs could use drawings and multiple visuals they created (Burke et al, 2005;Yaman et al. 2019). In the question about the effect of different salt concentrations on erythrocytes, the PSTs were free in selecting the proportion of solutions they prepared and the type of settings they chose while forming methods for the hypotonic and hypertonic solutions. ...
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... ATBÖ yaklaşımının öğrenci şablonunda, " başlangıç sorusu, yöntem, veri toplama, iddia, kanıt, okuma ve yansıtma" kısımları bulunmaktadır. Bu yaklaşım ayrıca, tüm etkinlikler bittikten sonra öğrencilerden öğrenme amaçlı yazma etkinlikleri yapmalarını istemektedir (Hand ve diğerleri, 2018, Yaman, 2018, Yaman, 2019, Yaman, Çıkmaz, Şahin & Hand, 2019. Takım koçlarına bu yaklaşım açıklandıktan sonra, kendilerinin etkinlikler esnasında rehber pozisyonunda olduğu, öğrencilerin sordukları sorulara direk cevaplar vermemeleri gerektiği, öğrencilere sorular sorarak onları düşünmeleri konusunda cesaretlendirmeleri gerektiğine vurgu yapılmıştır. ...
... It is especially considered to be important that students studying at education faculties should learn how to prepare projects so that they can gain this culture and provide the appropriate guidance to their prospective students for them to prepare projects. In the study conducted by Metin Peten et al. it was aimed to improve the skills of pre-service science teachers in writing/preparing and applying projects for TUBITAK Support Programs [16]. ...
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... Bununla birlikte öğrenme amaçlı yazma aktivitelerinin teknoloji destekli öğrenme ortamındaki etkilerini değerlendiren sınırlı sayıda çalışma olduğu görülmektedir (Yaman, 2019). Alanyazın incelendiğinde fen eğitimi alanında öğrenme amaçlı yazma ile ilgili çalışmalara son yıllarda eğilim olduğu görülmekle birlikte öğrenme amaçlı yazma etkinliklerinin hibrit bir kitapla entegre edildiği bir çalışmaya rastlanmamıştır. ...
... Nilai rata-rata <g> n-gain Jadi, implementasi perangkat pembelajaran ARE berbasis masalah di SMA efektif untuk meningkatkan kemampuan kognitif dan metakognitif peserta didik. Hal ini sejalan dengan temuan beberapa peneliti bahwa penggunaan strategi metakognitif yang efektif dapat mengembangkan keterampilan metakognitif dan pemahaman peserta didik (Smortchkova & Shea, 2020;Syahmani et al., 2020;Yaman et al., 2019) dan pemecahan masalah yang memerlukan keterampilan berpikir tingkat tinggi (HOTS) (Zoller & Pushkin, 2007;Becker et al., 2013;Pena & Aksela, 2010). Adanya dukungan permainan pendidikan seperti permainan metacognition card juga memiliki efek positif terhadap kemampuan pemecahan masalah, pemahaman dan retensi pengetahuan (kognisi), dan prestasi dalam pembelajaran kimia (Kim et al., 2012;Rastegarpour & Marashi, 2012). ...
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... Bireylerin bilgiyi derinlemesine irdelemelerini destekleyen (Hand & Prain, 2002) ÖAY, bilginin kalıcı olmasını (Hohenshell, Hand & Staker, 2004) ve zor olan, ilgi gerektiren konuların öğrenilmesini kolaylaştırarak öğrenme ürünlerini arttırmaktadır (Hand, Hohenshell & Prain, 2007). Ayrıca ÖAY fenin bir disiplin olarak anlaşılmasına ve öğrencilerin öğrenmeye çalıştıkları konu hakkında daha kapsamlı anlamlar oluşturmalarına yardım ederek (Yaman, 2018) kavramsal anlamaların gelişmesini desteklemektedir (McDermott & Hand, 2010). Öğrenci sorumluluğunu ön plana çıkaran ÖAY, öğrencilerin bir konuda başarılı olmaları için uygun stratejiler geliştirmelerini sağlamaktadır (Hand vd., 2007). ...
... Yang and Wang (2014) describe how scaffolding leads to improved student understanding of science concepts and ability to write scientific explanations. Yaman (2020) reports that use of the science writing heuristic in a chemistry lab resulted in improved student argumentation and use of representations. Jang and Hand (2017) show that students develop stronger explanatory writing skills as a result of using SWH templates to guide their written work during science investigations. ...
