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    The effects of field dependent/field independent cognitive styles and motivational styles on students' conceptual understanding about direct current circuits
    (Asia-Pacific Forum on Science Learning and Teaching, 2015) Karaçam, Sedat; Digilli Baran, Azize
    The purpose of this study is to investigate the effects of Field Dependent (FD)/Field Independent (FI) cognitive styles and motivational styles on high school students' conceptual understandings about direct current circuit concepts. The participants of this study consisted of 295 high school students (male=127, female=168) who were enrolled in eleventh and twelfth grade in four high school located in Düzce. At the beginning of the study, the Group Embedded Figures Test (GEFT) was administered to identify students' FD/FI cognitive styles. After the administration of GEFT, a questionnaire was administered to determine students' motivational styles. Direct Current Resistive Electric Circuit Test (DIRECT) was administered in order to probe students' levels of conceptual understandings. One-way ANOVA and Post-Hoc Tukey test was used to statistically compare the mean scores of students with different cognitive and motivational styles. The results indicated that there was statistically significant difference among the mean scores of FD students and others (FINT and FI students). In addition, it was found that there was statistically significant difference among mean scores of social motivated students and others (curious, conscientious and achiever student). These results imply that due to traditional approaches in learning environment, some of students are still more advantageous than others in electricity subject in Turkey. We couldn't have managed to enhance the understandings of all students with different abilities, especially of social motivated students. © 2015 HKIEd APFSLT.
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    The Origins of Perceptions regarding Gender of Scientist among Secondary School Students
    (Hacettepe Univ, 2017) Karaçam, Sedat; Digilli Baran, Azize
    The purpose of this study is to investigate the origins of secondary school students' perceptions of gender of scientist. For this purpose, phenomenology, one of the qualitative research techniques, was used in this study. Totally 592 students from five secondary schools in the central of Duzce participated in this study in 20142015 academic years. To determine students' perceptions of gender of scientist, a questionnaire consisting of open-ended questions and a semi-structured interview were developed. Although the questionnaire was administered to all students, the interviews were conducted with 120 students selected randomly. The data obtained through data collection techniques were combined and encoded by two researchers participating in the research process. The results of the study indicated that students' cultural background, scientist figures presented in printed and visual media and the use of the terms "Man of Science" or "Scientist" to identify people specialized in science affected students' perceptions of gender of scientists. According to cultural background, while some students adopting traditional/patriarchal culture identified scientist as a male based on male gender linked stereotypes or as a female based on female gender linked stereotypes, others adopting modem/western culture and protesting gender linked stereotypes thought scientist as a male and female.