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    The effect of the visiting-scientist approach supported by conceptual change activities on the images of the scientist
    (Routledge Journals, Taylor & Francis Ltd, 2021) Karacam, Sedat; Bilir, Volkan; Danisman, Sahin
    The aim of this study was to analyse the effect of the visiting-scientist approach supported by conceptual change activities on high school students' images of scientists and perceptions of gender and risks that scientists take. Twenty-five students attending 10th grade in the 2017-2018 academic years participated in the study. A quasi-experimental model with a pretest and a post-test without a control group, one of the quantitative research techniques, was used. In the implementation, activities based on conceptual change and the visiting-scientist approach of were carried out. To determine students' scientist images, A 'Draw-a-Scientist-Test' and a 'Scientist-in-Images-Scale' were administered before and after the implementation, and interviews exploring their drawings were conducted. Similarly, the 'Gender-of-Scientists-Perception-Scale' and 'Risks-of-Being-a-Scientist-Perception-Scale' were conducted to determine students' perceptions of the gender of scientists, and the risks encountered by the scientists. A descriptive analysis approach was used for the analysis of qualitative data collected before and after the implementation, and a Paired-Sample t-test and Wilcoxon signed-rank test were used for the analysis of quantitative data. As a result of the analysis, it was found that, after the implementation, students thought of the scientist less stereotypically and their roles less risky than they believed before.
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    Examining the differentiation in pre-service mathematics teachers' learning and studying approaches according to self-reinforcing, and persistence
    (Modestum Ltd, 2023) Bilgic, Emine Nur Unveren; Danisman, Sahin
    The aim of this study is to reveal the profiles of pre-service mathematics teachers in terms of learning and studying approaches by cluster-analyzing them on the basis of self-reinforcing and persistence. Learning and studying approaches inventory scale, self-reinforcing and persistence subscales were used to collect the data in the study, which was carried out with a descriptive research design. The participants of the study comprised of 487 preservice mathematics teachers. According to the results, it was determined that the surface learning approach of the pre-service teachers did not differ according to gender while the strategic learning approach and the deep learning approach differed in favor of males. There was no significant difference in the learning approaches of the participants according to the grade level. According to the cluster analysis, it was revealed that pre-service teachers can be clustered as low motivation, high motivation, high self-reinforcing and high persistence.
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    A meta-analysis of the impact of mobile learning on mathematics achievement
    (Springer, 2021) Guler, Mustafa; Butuner, Suphi Onder; Danisman, Sahin; Gursoy, Kadir
    The technological developments of the twenty-first century have enabled the emergence of alternative teaching-learning models and instructional tools. One of the concepts brought about by such developments is mobile learning. The aim of this study was to test the effect of mobile learning on students' mathematics achievement. A systematic database search that included the Academic Search Complete, Education Resources Information Center (ERIC), EBSCO, JSTOR, ScienceDirect, Taylor & Francis Online, and Web of Science was carried out to examine peer-reviewed articles that met the inclusion criteria. A total of 22 quantitative research papers published between 2010 and 2020 were included in the meta-analysis. The results show that mobile learning has a medium-level positive effect (g = 0.476; p < .001; with a 95% confidence interval of 0.335-0.616) on students' mathematics achievement. Moderator analyses showed that the effect sizes were not significantly moderated by grade level and implementer, while content area was found to be a moderator. Based on the results, some suggestions are offered for future studies in designed learning environments.