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    Developing an Instrument for Determining Subject-Oriented World Views of Prospective Science Teachers
    (Hacettepe Univ, 2022) Ertekin, Pelin; Akkaya, Gamze; Koksal, Mustafa Serdar
    The purpose of this study is to develop a reliable and valid instrument for determining worldviews towards astrobiology subjects of prospective science teachers. With this purpose, an instrument called as Inventory of Worldview related to Astrobiology Subjects (IWAS) was developed by the researchers. The validity and reliability studies of the instrument was conducted with 192 prospective teachers studying in Science Education Department. The validity studies was conducted with the experts from the different fields. According to the expert opinions, temperature, water an oxygen was determined as themes in the instrument and then five different worldview as Anthropocentric, Ecocentric, Earth Centric, Teleological and Essentialist were included in each item placed under these themes. For the construct validity of the instrument, the correlations between items and between each item and total score was examined and it was observed that the instrument has single dimensional structure in terms of investigated variable. Test-retest method was used for the reliability and it was seen that the instrument has consistency for determining worldviews toward astrobiology of prospective science teachers. As a result, in the descriptive analyses performed with the reliable and valid instrument, it was observed that the prospective science teachers' worldview on astrobiology subjects were dominated by the ecocentric worldview.
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    Discipline Dependent Understandings of Graduate Students in Biology Education Department about the Aspects of Nature of Science
    (Turkish Education Assoc, 2010) Koksal, Mustafa Serdar
    The purpose of this study was to investigate the understandings of graduate students in biology education department about the aspects of nature of science. The study was conducted with case study methodology and included four graduate students. Questionnaire of definitions and VNOS-C (Views on Nature of Science Questionnaire-C) as data collection tools were used. The results indicated that biology education graduate students showed misunderstandings about tentativeness, objectivity, social and cultural embeddedness of scientific knowledge, hierarchical relationship among hypothesis, theory and law, definition of science and creativeness and imagination in science. In addition, the participants presented discipline-dependent understandings. In this paper, the results of the study are discussed and limitations and important points of the study are explained for further research.
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    The effect of case teaching on meaningful and retentive learning when studying genetic engineering
    (Routledge Journals, Taylor & Francis Ltd, 2017) Guccuk, Ahmet; Koksal, Mustafa Serdar
    The purpose of this study is to investigate the effects of case teaching on how students learn about genetic engineering, in terms of meaningful learning and retention of learning. The study was designed as quasi-experimental research including 63 8th graders (28 boys and 35 girls). To collect data, genetic engineering achievement tests were developed by the researchers and concept maps (CMs) were used. In the study, the experimental group (n = 31) experienced case teaching, while the comparison group (n = 32) experienced ordinary teaching. To analyse the data from achievement test scores, the Wilcoxon signed-rank test and the Mann-Whitney U test were used. In analysis of the CMs, the number of concepts, number of connecting phrases, number of examples used in the maps and shape of the maps were determined. The analyses showed that the mean achievement scores of the groups significantly differed in favour of the experimental group. Also, retention of the learning in the experimental group was observed. The number of concepts used in CMs did not significantly differ, while the number of connecting phrases in both groups differed significantly in favour of the experimental group. In addition, the students in the experimental group changed their initial hierarchical maps into branched maps, indicating more connection to other concepts.
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    The effect of explicit embedded reflective instruction on nature of science understandings in advanced science students
    (Routledge Journals, Taylor & Francis Ltd, 2013) Koksal, Mustafa Serdar; Cakiroglu, Jale; Geban, Omer
    The purpose of this study is to investigate the effectiveness of explicit-embedded-reflective (EER) instruction in nature of science (NOS) understandings of ninth-grade advanced science students. This study was conducted with 71 students, who were divided into three groups, by using non-equivalent quasi-experimental design. In the treatment groups, the EER teaching was conducted, while in the comparison group NOS instruction was carried out in the same time interval by lecturing, demonstration and questioning strategies. Views on Nature of Science Questionnaire-Form C and follow-up interviews were used for data collection. Categorisation of the participants' profiles on aspects of the NOS was used for data analysis. According to the results, participants had misunderstandings about scientific methods', laws and theories' and observation and inference', while they had expert views on the role of creativity and imagination' in the beginning of the study. For changing naive NOS understandings, the EER approach was found to be effective.
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    Epistemological Predictors of Prospective Biology Teachers' Nature of Science Understandings
    (Modestum Ltd, 2015) Koseoglu, Pinar; Koksal, Mustafa Serdar
    The purpose of this study was to investigate epistemological predictors of nature of science understandings of 281 prospective biology teachers surveyed using the Epistemological Beliefs Scale Regarding Science and the Nature of Science Scale. The findings on multiple linear regression showed that understandings about definition of science and objectivity in science were negatively predicted by beliefs in inborn learning ability (ILA) and requirement for time in learning (RTL), while understandings about tentativeness was positively predicted by the same belief factors. Also, understandings of characteristics of scientific knowledge were positively predicted by beliefs in ILA and RTL, and hierarchy between laws and theories were negatively predicted by beliefs in ILA, RTL and development of learning ability with opportunity and support.
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    Epistemological Predictors of Self Efficacy on Learning Biology'' and Test Anxiety Related to Evaluation of Learning on Biology'' for Pre-service Elementary Teachers
    (Routledge Journals, Taylor & Francis Ltd, 2011) Koksal, Mustafa Serdar
    The degree to which pre-service teachers learn biology is related to both motivational factors of self-regulation and factors regarding epistemological beliefs. At the same time, self-regulation and epistemological beliefs are also associated with one another. Based on this relationship, the purpose of this study was to investigate the relationship between components of epistemological beliefs and sel-frefulation (self-efficacy and test-anxiety) on learning biology. The study was conducted with 411 pre-service elementary and pre-service elementary science teachers by using a predictive research approach. Collected data was analyzed by the multiple linear regression technique. The results showed that only the belief about existence of one truth'' was a significant predictor of test anxiety while there was no epistemological predictor of self-efficacy. Conclusions and implications of the study will be discussed.
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    How Differences among Data Collectors are Reflected in the Reliability and Validity of Data Collected by Likert-Type Scales?
    (Edam, 2014) Koksal, Mustafa Serdar; Ertekin, Pelin; Colakoglu, Ozgur Murat
    The purpose of this study is to investigate association of data collectors' differences with the differences in reliability and validity of scores regarding affective variables (motivation toward science learning and science attitude) that are measured by Likert-type scales. Four researchers trained in data collection and seven science teachers who did not undergo any training, gathered data from 391 ninth-grade students. The data collection instruments were the Motivation toward Science Learning Scale and Science Attitude Scale. Data collection applications were conducted in four stages, two of which were accomplished four weeks apart by the researchers. The remaining two stages were accomplished four weeks apart by the teachers. A principal component analysis, confirmatory factor analysis, Cronbach's alpha reliability analysis, Pearson correlation test for convergent validity, and t-test for the differences between the mean scores of each data collection stage were used for the data analysis. The results showed that motivation toward science learning and attitude toward science were high but the factor structures and reliability values, which were obtained by different data collectors, were different for the two scales. As another result, the convergent validity between the scores on the scales was shown to be sufficient for the measurements. However, the results of difference tests on the mean scores of the applications showed that there was a statistically significant difference between the mean scores of the two motivation scale applications by the teachers.
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    UNDERSTANDINGS OF ADVANCED STUDENTS ON NATURE OF SCIENCE AND THEIR MOTIVATIONAL STATUS TO LEARN NATURE OF SCIENCE: A TURKISH CASE
    (Sci Methodical Ctr-Sci Educologica, 2014) Koksal, Mustafa Serdar; Sahin, Canan Tunc
    In this study, the purpose is to describe advanced students' motivational status to learn Nature of Science (NOS) and their understandings on NOS by using Ranking Questionnaire for interest and importance and modified version of Views on Nature of Science Questionnaire. The results indicated that the participants did not see NOS as an important subject compared to mathematics, science and social science subjects. Moreover, the participants were more interested in mathematics and science subjects than in NOS subject. The results on NOS understandings also showed that the participants were transitional in terms of evidence and observation based science and subjectivity while they had informed understandings on place of imagination and creativity in science. They were also naive in terms of existence of one method in science, no hierarchy between theory and law, tentativeness and difference between observation and inference. The results explained an important motivational problem to implement any NOS teaching methods to change misunderstandings.