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Öğe Analysis of Turkish high-school physics-examination questions according to Bloom's taxonomy(2010) Kocakaya S.; Gönen S.The purpose of this study was to analyse and compare the physics questions of the university entrance exam (OSS) with those asked at exams at different schools in Turkey in terms of the levels of cognitive domain of Bloom's Taxonomy. The study was carried out in four types of high schools (student age: 14-17): 'Ordinary', 'Vocational, 'Anatolian'and 'Science' from Diyarbakir, with 19 physics teachers. It was found that 72.5 per cent of the questions were of the lower-order cognitive skills (LOCS) type. Statistical tests showed that the question types were related to school type (P<0.001). On the other hand, about half of the questions asked in the university entrance examination (OSS) were of the higher-order cognitive skills (HOCS) type 50.9 percent and of the lower-order cognitive skills (LOCS) 49.1 per cent. This contradiction causes a problem between the assessment at high school and that at the OSS. © 2010 HKIEd APFSLT.Öğe The effects of computer-assisted instruction designed according to 7E model of constructivist learning on physics student teachers' achievement, concept learning, self-efficacy perceptions and attitudes(2010) Kocakaya S.; Gonen S.The purpose of this study was to investigate the effects of a Computer-Assisted Instruction designed according to 7E model of constructivist learning(CAI7E) related to "electrostatic" topic on physics student teachers' cognitive development, misconceptions, self-efficacy perceptions and attitudes. The study was conducted in 2006-2007 academic year and was carried out in three different classes taught by the same teacher, in which there were 79 2nd, 3rd and 4th grade university students, in central city of Diyarbakir in Turkey. An experimental research design including the electrostatic achievement test (EAT), the electrostatic concept test (ECT), physics attitude scale (PAS) and self-efficacy perception scale (SEPS) was applied at the beginning and at the end of the research as pre-test and post-test. After the treatment, general achievement in EAT increased (P<0.05), but not all of subgroup. Difference between pre-test and post-test both knowledge and application levels of cognitive domain was found significant (P<0.05), but not in comprehension level. This result showed that using CAI7E in teaching electrostatic topic was very effective for physics student teachers already learned this topic in several physics course to reach knowledge and application levels of cognitive domain. Analysis of electrostatic concept test (ECT); CAI7E changed students' misconceptions related to electrostatic and electric field positively (P<0.05) and additionally change was found in SEPS (P<0.05). It was also found out that there was no change about students' attitudes towards physics (P>0.05).Öğe A physics lesson designed according to 7E model with the help of instructional technology (Lesson Plan)(2010) Gonen S.; Kocakaya S.Students enter the classrooms with a preexisting knowledge of science concepts. These science concepts sometimes show inconsistency with the accepted ones by the scientists and called as misconceptions. Studies applied science field have to get possession of abilities that not only detect these misconceptions also help to solve these problems. Hence, instructional methods that correct students' misconceptions become important. In this sense, a material related to the physics course is designed according to 7E model with the help of instructional technology.Öğe Pre-service physics teachers views on designing and developing physics digital stories(Research Group Education and Virtual Learning (GREAV), 2016) Kocakaya S.; Kotluk N.; Karakoyun F.The aim of this study is to determine the pre-service physics teachers' views on the effect of designing and developing physics digital stories (DST) on improving their 21st century skills. The study is a qualitative research carried out with 13 pre-service physics teachers, who participated in the course of designing and developing DST, during 6 weeks, at Yuzuncu Yil University, Turkey, in the spring term of 2013-2014 academic year. Data were collected using semi-structured interviews and were examined by descriptive analysis technique focusing on the themes. The major findings of the study are that they developed their many 21st century skills; such as ICT (information and communication technologies) skills, critical thinking, problem solving; planning, self-control, responsibility, production; communication, cooperation, and collaboration when creating their digital stories. Thus, to design and develop digital stories have a positive effect on pre-service physics teachers' skills, and improve many 21st century skills.
