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Your search keyword '"TÜZÜN, Ümmüye Nur"' showing total 3 results
Start Over Author "TÜZÜN, Ümmüye Nur" Topic chemistry
3 results on '"TÜZÜN, Ümmüye Nur"'

1. Pre-Service Science Teachers' Images and Misconceptions about Chemical Equilibrium

Author

Eyceyurt-Türk, Gülseda and Tüzün, Ümmüye Nur

Abstract

Determining pre-service teachers' images and removing their misconceptions with scientifically true ones are very important so that these teachers could bring up students without misconceptions. In the current study, it was aimed to highlight pre-service science teachers' images and misconceptions about chemical equilibrium together and in detail. For this purpose, qualitative research was employed. The research was conducted on 20 pre-service science teachers educating at a university in middle Anatolia region. Worksheets were utilized as data collecting tools. In worksheets there was a question about making pre-service teachers draw four different scenarios for a given chemical equilibrium reaction at different times; at the beginning of the reaction, before the chemical equilibrium, at the chemical equilibrium, after the chemical equilibrium, but at a common temperature and then making them explain their drawings. Data was analysed through content analysis. The results lightened that pre-service science teachers' chemical equilibrium concept images were inadequate since their mental images about the concept were scientifically wrong. On the other hand, the preservice science teachers had different misconceptions. The most common misconceptions of preservice science teachers were as "Diatomic molecules form atoms and then these atoms form new chemicals (f:10).", "There are only products or activated complexes in the tank during and/or afterwards of the chemical equilibrium (f:15).", "Atoms could disappear and/or reappear (f:14).", and "Products are formed at the chemical equilibrium (f:17)." [This study was presented at the International Conference on New Horizons in Education 2019, Prague, Czech Republic.]

Published
2021

2. Designing Science Learning Domains for 2e (Twice Exceptional) Students

Author

Tüzün, Ümmüye Nur

Abstract

2e (twice-exceptional) students are gifted and differently-abled, so they need specific learning domains according to their needs. This research aimed to design science learning domains for a 2e (gifted and blind) student to enhance his critical thinking in his special learning needs in Ankara province in Turkey in the 2020-2021 academic year's first term. Single-subject research was employed. The 2e student was ten years old. Through the application process, the 2e student argued 3D modeled Schrödinger's cat thought experiment. The main application's intervention was conducted to provide the research's internal validity since it was single-subject research. Through the intervention application, the 2e student argued 3D modeled Schrödinger's twin cats thought experiment. We noted both social dialectic argumentation processes as texts, and these texts were used as data collecting tools. Descriptive analysis was utilized to gathered data. The study showed that the 2e student could construct arguments containing claim, data, warrant, and weak rebuttals in the main application, which meant his argumentation quality level was average, so his critical thinking too. In contrast, the 2e student-constructed arguments containing claim, data, weak rebuttal, and rebuttal meant his argumentation quality level enhanced his critical thinking.

Published
2021

3. Düşünce deneyleri kullanılarak yapılandırılan bilimsel tahmin argümanlarının öğrencilerin gazlar konusunu anlamalarına etkisi

Author

Tüzün, Ümmüye Nur, Köseoğlu, Fitnat, and Ortaöğretim Fen ve Matematik Alanları Eğitimi Anabilim Dalı

Subjects
Chemistry, Scientific behaviour, Science, Eğitim ve Öğretim, Argumentation based science learning, Education and Training, Thought, Gases, Experiments, Estimation, Science education, Kimya
Abstract

Bu araştırmanın amacı; bilim tarihindeki düşünce deneyleri, fendeki düşünce deneyleri, fendeki düşünce deneylerinin fen eğitiminde kullanılması, kimyadaki düşünce deneyleri ve kimyadaki düşünce deneylerinin kimya eğitiminde kullanılması ile ilgili tüm literatür taranarak yapılandırılan düşünce deneyleri esas alınıp bilimsel tahmin argümanlarıyla desteklenen bir öğretim dizini oluşturmak ve öğrencilerinin düşünce deneyleri üzerine akıl yürütebilme becerilerini, oluşturdukları hipotezleri test edebilmek için bilimsel tahmin argümanı yapılandırabilmelerini ve bu sürecin öğrencilerin gazlar konusunu anlamalarındaki etkisini nitel olarak saptamaktır. Araştırmanın katılımcıları Çorum Alaca Mesleki ve Teknik Eğitim Merkezi'nde 2009-2010 eğitim öğretim yılında 11 bilgisayar sınıfında öğrenim gören 18 öğrencisidir.Araştırmada ön ve son açık uçlu soru formu, ön ve son çalışma yaprağı, öğretim dizini çalışma yaprakları, kamera kayıtları, süreç değerlendirme amaçlı çalışma yaprağı veri kaynakları olarak kullanılmıştır. 5 katılımcı ile yarı yapılandırılmış görüşmeler yapılmıştır. Verilerin analizinde betimsel analiz, içerik analizi ve araştırmacının yorumları kullanılmıştır.Araştırmanın uygulamasına başlamadan önce ayrıntılı literatür taraması yapılarak gazlar konulu düşünce deneylerini ve bunların bilimsel tahmin argümanı biçiminde yeniden yapılandırılmasını içeren özgün bir öğretim dizini oluşturulmuştur. Araştırmanın uygulaması 18 ders saati sürmüştür.Araştırmanın bulguları öğrencilere gazlar konusu öğretmek için düşünce deneylerinin yorumlanmasını ve düşünce deneylerinin bilimsel tahmin argümanı biçiminde yapılandırılmasını gerektiren bir süreç izlendiğinde öğrencilerin gazlar konusunu anlama yüzdelerinin yüksek olduğunu göstermiştir.Anahtar Kelimeler: Düşünce Deneyi, Bilimsel Tahmin Argümanı This research?s aim is to design a teaching index supported by hypothetico-predictive argumentation based on thought experiments constructed after searching all the literature about thought experiments in science, thought experiments in natural sciences, thought experiments in natural sciences that?s used in science education, thought experiments in chemistry, thought experiments in chemistry that?s used in chemistry education and to determine qualitatively students? thinking abilities on thought experiments, students? construction of hypothetico-predictive argumentation for testing their hypothesis? and the effect of the process for students? understanding of the subject of the gases. Participants of the research are 18 students educated in 11th level computer education class in Çorum Alaca Occupational and Technical Education Center in 2009-2010 education term.Data sources used in this research are pre- and post-questionnaires, pre- and post-worksheet, teaching index? worksheets, camera records, worksheet aimed for evaluating the process. It?s made semi-constructed interviews with 5 participants. It?s used descriptive analysis, content analysis and researcher?s comments for analyzing the data.Before application of the research it has been constructed a spesific teaching index including thought experiments about gasses and reconstruction of these thought experiments to hypothetico-predictive argumentation by searching thoroughly the literature. Research?s application has lasted for 18 lesson hours.Findings of this research has showed that when a process requiring comments of thought experiments and reconstructions of these thought experiments to hypothetico-predictive argumentation was followed for teaching the subject of gasses, students? understandings of the subject of the gasses? percentages were high.Keywords: Thought Experiment, Hypothetico-Predictive Argumentation 165

Published
2010

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