Browsing by Author "Kaya G."

Now showing 1 - 6 of 6

Economic analysis of a biotechnical control method against the Box tree moth (Cydalima perspectalis) in Türkiye
(2023-04-01) Ok K.; Ünal S.; Kaya G.
Forest schools as a family choice: a narrative study
(2022-01-01) Ahi B.; Kaya G.; Kahriman-Pamuk D.
The study aims to understand the story underlying parents’ preference for forest schools in Turkey and determine the reasons for the choice. This study was conducted according to the narrative study model, one of the qualitative research designs. Within the context of this study, the opinions of parents of five children receiving their education in the forest school during their preschool period were elicited. As a result of the analysis of the interviews conducted, three super themes and seven different codes gathered under these themes were obtained. In conclusion, the reasons for the parents’ choice of forest school instead of a formal education institution were found to be ‘Inconsistency between the parents’ expectations and what is offered by the education system, adverse effects of formal education on the child, family ideal, school experiences, educational philosophy, through recommendation and developmental reasons/concerns.
Formative assessment practices in science education: A meta-synthesis study
(2022-12-01) Atasoy V.; Kaya G.
This study aimed to examine qualitative studies on formative assessment (FA) in science education through metasynthesis. To this end, the study examined 22 qualitative studies selected according to particular criteria out of 1077 studies in several electronic databases. It sought to determine how science teachers' FA applications were supported and how teachers used FA in science classes. The numerical superiority of case studies, the existence of professional development programmes, and the role of teachers' pedagogical content knowledge and beliefs in determining their FA practices were among the findings. Given the findings of the study, various suggestions are made for both researchers and science teachers. The studies that look at all aspects of classroom interaction could represent FA practices in more detail. It is also essential to improve science teachers' skills in FA applications with pre-service and in-service training.
Investigation of forest school concept by forest school teachers’ viewpoints
(2020-01-01) Bal E.; Kaya G.
The study aims to reveal the opinions of teachers working in forest schools about education and students in forest schools. To this end, the study group was constructed with the participation of 5 teachers working in forest schools. The study employed a case study design, one of the qualitative research methods. The data collection tool of the study is an interview form consisted of 7 questions. The collected data were subjected to content analysis based on the case study design. In order to ensure the credibility of the study, the data were reported as they were and supported with direct quotations. As a result of the study, it was found that the teachers considered the forest school within the natural environment and the process of children’s self-awareness. The general view attained is that the forest school presents a comprehensive learning environment, directs students to research, discovering and learning by doing, always keeps the sense of curiosity alive, presents a unique learning environment and that the students educated here as individuals who have self-confidence, are inquisitive, creative, solution-oriented, learning by doing and with a developed sense of responsibility. In light of these findings, it is thought that it is worth emphasizing the importance of studies conducted with different perspectives and that the forest school provides benefits for children in all the learning areas; therefore, it is worth researching.
Language in Science and Technology Education
(2023-01-01) Sardag M.; Kaya G.; Cakmakci G.
Students should be granted opportunities to practice the language of science. This chapter presents a holistic understanding of language in science and technology education by discussing different frameworks in the field. The chapter emphasizes the role of language in learning and knowledge construction processes. In particular, it focuses on the nature of talk in science classrooms and how different interactions between teachers and students contribute to students’ learning. The chapter also highlights classroom practices for how language is used in science and technology activities. Several studies suggest that dialogic conversations and discussions should be encouraged in the classroom. This suggestion leads us to consider teachers’ classroom interactional competence and the role of language in assessment.
The Role of Science Teachers' Awareness in their Classroom Practice of Formative Assessment
(2021-01-01) Kaya G.; Atasoy V.; Candan-Helvacı S.; Pektaş M.
The aim of this study is to determine the awareness of science teachers of formative assessment and to examine how formative assessment awareness is reflected in teachers' classroom practices. For this purpose, the exploratory mixed method was used in the study. For the first part of the study, the quantitative dimension was composed of 33 teachers, and the second part of the qualitative aspect consisted of 4 science teachers. As a data collection tool, a formative evaluation interview form consisting of 7 open-ended questions developed by the researchers and in-class observation form focusing on teachers' practices were used. The data obtained were analyzed by content analysis, and themes and codes were created. For the analysis of this data collection tool, a theme-code list was formed based on the data obtained in the research. As a result of the analyses, the teachers were divided into three levels: naive, eclectic and conscious. The majority of teachers who participated in the study were at the eclectic level. Teachers at this level have fundamental knowledge about the importance and use of formative assessment; however, it was found that these teachers do not adequately reflect the formative assessment in their practice. It was also observed that there was a parallel between teachers' awareness of formative assessment and their classroom practices. Considering the results obtained in this study, it is concluded that increasing the teachers' awareness regarding formative assessment can directly affect the shaping of their classroom practices.