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    A new socio-scientific issue for Turkey: Life with nuclear
    (Mehmet Tekerek, 2016) Es, Huseyin; Mercan, Sibel Isik; Ayas, Cemalettin
    This study deals with an issue about life with nuclear, which is a new socio-scientific argument for Turkey. The aim of this study is to examine the knowledge about the concept of nuclear and beliefs on life with nuclear as perceived by teacher candidates. The study group of the research, which is based on the paradigm of qualitative research, consists of 127 teacher candidates who study in different departments in 2014-2015 Academic Year at Sinop University Faculty of Education. In this research, a survey which is developed by the researchers and consisting of six open-ended questions is used. As a result of the research, it has been revealed that teacher candidates has limited information about nuclear, they usually learn this information through the media, the most of teacher candidates do not want to live in a city where there is nuclear power plant. Yet, the rates about whether or not to support the construction of a nuclear power plant are close to each other. In addition to these, it is found that teacher candidates have different knowledge and opinions according to their department in which they study.
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    A Q Methodological investigation of students' perspectives on power plants
    (Mehmet Tekerek, 2024) Guduk, Sadik Taner; Es, Huseyin; Turkoglu, Ayse Yenilmez
    The aim of this research, which was conducted through the use of Q methodology, was to examine eighth grade students' perspectives on power plants (PPs). Suggesting that variables can be replaced by individuals in factor analysis and thus interpersonal factor analysis can be done, Q methodology is a method that aims to examine individuals' self -referenced perspectives by revealing the differences and commonalities of these perspectives; that is, where they are positioned relative to each other in a holistic structure. In this research, a total of 35 Q -statements were presented to a number of 19 eight -grade students, who were attending to a public middle school and were voluntarily participated in the study. Students' Q -sorts resulted in a two -factor solution, meaning that two perspectives emerged towards PPs. The perspectives were named as economy -oriented and science and technology -oriented. Students holding the economy -oriented perspective pointed out to the positive impact of PPs on economy, while others holding the science and technology -oriented perspective specified the contribution of PPs to scientific and technological development.
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    An Activity for Transferring the Multidimensional Structure of SSI to Middle School Science Courses: I Discover Myself in the Decision-Making Process with SEE-STEP!
    (Springer, 2021) Es, Huseyin; Ozturk, Nurhan
    The current study aimed to make students discover the multidimensional structure of Socio-scientific Issues (SSI) using the SEE-STEP model. Nine-step module has been designed to help students' discover the aspects of the SSI in the implementation process of the research. This research was based on qualitative methodology in determining the study group, the SSI in question, data collection tool, application process, and data analysis. The sample of research consisted of 24 (13 girls and 11 boys) seventh-grade middle school students. The current research findings indicate that during the decision-making process, the students mostly refer to decisive values, followed by decisive knowledge and personal experience, respectively. Also, it has been found that students mostly base their hard core (HC) reasons and (positive heuristic's) PH's generally on the aspects of economy and environment, and that they made up no HC reasons in the aspects of technology and ethics. Based on these findings, it is seen that most of the students who participated in the activity liked the nine-step module.
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    CONCEPTS OF VEGETABLE AND FRUIT IN PRESCHOOL AND ELEMENTARY EDUCATION
    (Sci Methodical Ctr-Sci Educologica, 2014) Es, Huseyin
    The purpose of this study was to investigate the way the concepts of fruit and vegetable are presented in teaching materials, used in pre-school education and in the textbooks of life sciences and science and technology courses in elementary education, in addition to the students and teachers' knowledge and opinions related to these concepts. Qualitative research techniques were used in this study. The sample of the study comprises the students receiving education in pre-school and elementary education and the teachers serving at these levels. 258 students and 83 teachers took part in this study. A survey, which was developed by the researcher, including two forms, was administered. Teaching materials in pre-school education and course books in elementary education were also used as data sources. When the research findings are considered, it stands out that these concepts have different definitions in different fields and thus, they have no common definitions. This situation seems to have been reflected in the teaching materials used both in pre-school and elementary education. Also, it is seen that there are important differences between teachers' opinions about these concepts.
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    Science teacher's perceptions of the nature of technology: a Q-methodology study
    (Springer, 2022) Turkoglu, Ayse Yenilmez; Aydin, Fatih; Es, Huseyin
    The aim of the current study was to explore science teachers' perceptions of the nature of technology through the use of Q methodology. 17 science teachers were sampled as participants, and to explore their perceptions of the nature of technology, they ranked a Q-sort of 36 statements that constituted the following six categories: (i) definition of technology, (ii) the relationship between science and technology, (iii) the impact of society on technology, (iv) the impact of technology on society, (v) the impact of technology on environment, and (vi) the impact of technology on economy. As the participants completed their Q-sort, they were interviewed. Analysis of the participants' Q-sorts resulted in a three-factor solution, i.e. three distinct patterns of perception about the nature of technology. The three perspectives included teachers who are (i) equally aware of the benefits and drawbacks of technology and the relation of it to science, (ii) optimist about technology and aware of its dependence on society, and (iii) optimist about technological innovations but tempered by technology-driven environmental and social issues. Findings indicated gender and years of professional experience as potential determiners within these perspectives, which needs further research.
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    Science, Art and Sports School at Sinop Children's University: Its Effects on Children's Perceptions
    (Mehmet Tekerek, 2015) Es, Huseyin; Geren, Nurhan Ozturk; Altan, Esra Bozkurt
    The purpose of the present study is to evaluate the children's perceptions about the Entertaining Science, Art and Sports School at Sinop Children's University, which is a project including various science, art and sports activities carried out at Children's University of Sinop University. All the processes of the study from data collection to data analysis were conducted through qualitative research paradigm. The data of the study were collected by means of poster and interview techniques. The study group consists of 50 students finishing 5th grade in 20122013 school year and participating in the above-mentioned project. During the project lasting for 5 days, 23 different science, art and sports activities were performed; yet, most of the activities were science activities. At the end of the fifth day, the students were asked to prepare a poster by reflecting on the experiences they had during the activities of the project and then the students were asked what they wanted to depict in their posters through semi-structured interviews. The study concluded that the students liked all the activities conducted during the project but they liked most the activities in which they actively participated.
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    The 4th and 5th Grade Primary Teachers' Opinions Related to Project and Performance Tasks at Science and Technology Course
    (Dergipark Akad, 2013) Kaya, Selma; Karacam, Sedat; Es, Huseyin; Tuncel, Meric
    The aim of this study is to investigate the 4th and 5th grade primary teachers' opinions related to monitoring, evaluation process and the problems about project and performance tasks at Science and Technology Course. Therefore the sample group was constituted by 21 4th and 5th grade primary teachers. In this research, after the teachers' assessments of students' project and performance tasks, a questionnaire included with 6 open-ended question was administered to determine the teachers' monitoring and evaluation process of project and performance tasks. Answers of teachers to the questionnaire were analyzed descriptively by used NVIVO 2 program. The data has been encoded separately by three different researchers then examined the consistency of themes and the themes determined by three researchers was found to be consistent the rate of 85.5%. The different themes were discussed again and reconciliation was provided. According to the results of the research, it has been observed that 81% of teachers have given project and performance tasks on the contrary 19% of teachers haven't given project and performance tasks. Also, it has been observed that 57% of teachers have given project and performance tasks to students as individually and 43% of teachers have given project and performance tasks to students as a group work and 62% of the teachers have been monitoring the process of completion of project and performance tasks but 38% of the teachers haven't been monitoring the process of completion of project and performance tasks because of the reasons such as the crowded classrooms and lack of time. 86% of teachers have used the rubric because of the reasons such as rubric is to be objective and to avoid loss of time and the lack of the sources and materials is the main problem of teachers in this process.
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    The 4th and 5th Grade Primary Teachers' Opinions Related to Project and Performance Tasks at Science and Technology Course
    (Dergipark Akad, 2013) Kaya, Selma; Karacam, Sedat; Es, Huseyin; Tuncel, Meric
    The aim of this study is to investigate the 4th and 5th grade primary teachers' opinions related to monitoring, evaluation process and the problems about project and performance tasks at Science and Technology Course. Therefore the sample group was constituted by 21 4th and 5th grade primary teachers. In this research, after the teachers' assessments of students' project and performance tasks, a questionnaire included with 6 open-ended question was administered to determine the teachers' monitoring and evaluation process of project and performance tasks. Answers of teachers to the questionnaire were analyzed descriptively by used NVIVO 2 program. The data has been encoded separately by three different researchers then examined the consistency of themes and the themes determined by three researchers was found to be consistent the rate of 85.5%. The different themes were discussed again and reconciliation was provided. According to the results of the research, it has been observed that 81% of teachers have given project and performance tasks on the contrary 19% of teachers haven't given project and performance tasks. Also, it has been observed that 57% of teachers have given project and performance tasks to students as individually and 43% of teachers have given project and performance tasks to students as a group work and 62% of the teachers have been monitoring the process of completion of project and performance tasks but 38% of the teachers haven't been monitoring the process of completion of project and performance tasks because of the reasons such as the crowded classrooms and lack of time. 86% of teachers have used the rubric because of the reasons such as rubric is to be objective and to avoid loss of time and the lack of the sources and materials is the main problem of teachers in this process.