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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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    Developing pedagogical content knowledge in preservice science teachers through microteaching lesson study
    (Elsevier Science Bv, 2012) Kartal, Tezcan; Ozturk, Nurhan; Ekici, Gulay
    The focal point of this study is to investigate the development of pedagogical content knowledge through focusing on the problems that preservice science teachers run through in Heat and Temperature subject of the science course curriculum. One of the qualitative research designs, case study has been benefited in this study. The members of the study group have been chosen from preservice science teachers of the education faculty through deviant case sampling which is one of the purposive methods. The pedagogical developments of the teacher candidates are to be evaluated by recording microteaching practices on Heat and Temperature subject within Special Teaching Methods- II course. While analyzing data, frequency and percentage values which are two of the descriptive statistics have been benefited. According to the results, it is seen that microteaching practices contribute a lot to the pedagogical content knowledge of preservice science teachers the content knowledge of whom are high in terms of teaching a concept or principle and the content knowledge of whom are high and low in terms of ending and evaluation the course. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboylu
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    Science teachers' mentoring support experiences when integrating technology in design-based learning STEM activities
    (Public Library Science, 2025) Altan, Esra Bozkurt; Coskun, Tugra Karademir; Ozturk, Nurhan; Hacioglu, Yasemin
    In this study, the experiences of science teachers who applied the design-based learning (DBL) method in science lessons and received mentoring support towards technology integration were analyzed. Using a nested mixed design, the study included 43 science teachers who participated in a professional development program carried out with a mentoring model in a national project. In the study, face-to-face and online training were given to teachers, and mentoring was provided. Lesson plans and technology integration were evaluated with an online form. It was observed that teachers mainly tried to integrate technology into DBL activities but not as a component of the design process. The teachers integrated technology when teaching DBL STEM activities by using new teaching methods that incorporated instructional technologies. They carried out the integration, especially in the stages of solution development, prototyping/testing, and communication. Teachers who believed that technology supported their professional development recommended improving professional development programs to help overcome the challenges of technology integration.
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    Science teachers' opinions and experiences on the use of digital stories in teaching socio-scientific issues
    (Routledge Journals, Taylor & Francis Ltd, 2026) Kerek, Melike; Ozturk, Nurhan
    In this study, it was aimed to determine science teachers' opinions and experiences on the use of digital stories in teaching socio-scientific issues. There are only a limited number of studies in the literature on the use of digital storytelling by science teachers in the classroom implementation of socio-scientific issues.The study group consisted of 9 science teachers (8 female, one male) working in secondary schools in a north province of T & uuml;rkiye. A qualitative methodology was adopted in the study. Case study design was adopted in the study. The data source of the study consisted of Digital Story Evaluation Rubric, Opinion Form for Digital Story Supported Teaching Process, Professional Development Program Assessment Questionnaire, and field notes. The data obtained from the study were analyzed by content and descriptive analyses. At the end of the study, it was determined that almost all science teachers prepared digital story scenarios in accordance with the purpose. While science teachers generally expressed a positive evaluation of the use of digital stories in teaching socio-scientific issues, they also underscored certain challenges, particularly regarding the preparation of content, the time-intensive nature of content creation, and the necessity to work beyond their regular school hours. Science teachers emphasized the powerful aspects of digital storytelling, such as its ability to attract attention, motivate students, and promote technology literacy; while also pointing out potential weaknesses, such as technology addiction and the time-consuming nature of the implementation. When the overall research findings were assessed, it was determined that the professional development program for utilizing digital stories in teaching socio-scientific issues had a positive impact on both students and teachers. It was further concluded that teachers had the opportunity to become acquainted with new Web 2.0 tools, thereby enhancing their awareness of digital story preparation and in-class application in teaching socio-scientific issues.
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    Socio-scientific issues as a context for STEM education: A case study research with pre-service science teachers
    (Eurasian Society of Educational Research, 2018) Altan, Esra Bozkurt; Ozturk, Nurhan; Turkoglu, Ayse Yenilmez
    This study was designed as a case study. Participants were 12 senior pre-service science teachers (PSTs), who took theoretical and practical courses about STEM education and socio-scientific issues (SSIs) during their education at a state university. For the study, in the first 4 weeks, theoretical courses on SSIs and STEM education were carried out. Afterwards, PSTs were asked to choose a SSI and configure this issue as a problem statement to perform a STEM activity. Participants were given a total of 3 weeks to determine the issue and prepare the STEM activity, and the researchers of the study gave systematic feedback during this period. Then, starting from the fifth week of the study, groups started to implement their STEM activities in the class, where their peers were assigned as their students. The activity plans they prepare, the field notes taken by the researchers during the implementation of the activities and the semi-structured interviews about the opinions of the PSTs on the use of SSI in STEM education were the data sources of the study. Findings revealed that PSTs found establishing STEM problem situations over SSIs suitable since they provide features such as conformity to real life, having multiple criteria and providing compatibility with other disciplines. Moreover, after their practices, they pointed out that the activities enabled both the teaching of the SSI and the integrated teaching to be carried out. As a conclusion, it is recommended to use socio-scientific problem situations to perform STEM education. © 2018 Eurasian Society of Educational Research. All rights reserved.
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    The exploration of the attitudes of the science teacher candidates towards teaching profession
    (Elsevier Science Bv, 2012) Kartal, Tezcan; Kaya, Volkan Hasan; Ozturk, Nurhan; Ekici, Gulay
    The purpose of this study is to determine prospective science teachers' attitudes towards teaching professiion in terms of different variables. This research was designed as a descriptive study. Participants in the study group were selected among the students who were attending the 1st, 2nd, 3rd and 4th grades in the Department of Science Teaching, Faculty of Education, Ahi Evran University during the 2011-2012 academic year. While forming the study group, maximum variation sampling, which is one of the purposive sampling methods, was used. Data of the study were collectedc using the Attitude Scale towards Teaching Profession which was developed by Ozgur (1994). In the analysis of the data collected, descriptive and inferential statistics via SPSS 15.0 Package Program were utilized. According to the study results, there was no statistically significant difference between prospective science teachers' points related to their attitudes towards teaching profession and gender, general academic average, family's monthlly income and where they lived before university. However, a statistically significant difference was observed between their attitude points and their departments. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboylu