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Öğe Comparing Socioscientific Teacher Roles, Communicative Approaches, and Discourse Patterns While Teaching Socioscientific Issues as well as Standard Science Subjects(Springer, 2024) Yildirim, Leyla; Ucak, Esra; Genc, MuratThe purpose of the current study is to investigate the roles preferred by science teachers in the teaching of socioscientific issues (SSIs) in relation to the communicative approach and discourse patterns in the context of SSI and non-SSI. In this qualitative study, the holistic multiple case study design was used. The study group consisted of three science teachers and their students. Video recordings of lessons, semi-structured interviews, and vignettes about teacher roles on socioscientific issues were used as data sources. The communicative approach and discourse patterns of the teachers were analysed by discourse analysis in the context of the roles they preferred. At the beginning of the study, two teachers seemed to prefer the same role, whereas one preferred a different role. As a result of the analysis of the video recordings of the teachers' classes, it was determined that one of the teachers enacted a different role from the one stated as her preferred role. The results of this study can provide a basis for professional development activities for teachers who are interested in improving the use of the dialogic interactive communicative approach and the discourse patterns based on this approach in their teaching.Öğe The effect of digital literacy on mental toughness: research on a sport branch(Frontiers Media Sa, 2025) Oezsari, Arif; Tek, Tolga; Uysal, Halil; Genc, Murat; Toros, Turhan; Pepe, Sirin; Altin, MehmetThe rapid digitalization of modern life necessitates robust digital literacy skills. Mental toughness, a crucial psychological attribute, also underpins success in various domains. This study investigates the potential relationship between these two constructs in the context of kickboxing athletes. A total of 242 athletes (N=95 female, N=147 male) participated in the study. Digital literacy was assessed via a validated scale encompassing four subdimensions: attitude, technique, cognitive skills, and social engagement. Mental toughness was measured via established scales. Descriptive statistics, correlational analyses, and regression models were employed to examine the relationships between the variables. Confirmatory factor analysis (CFA) confirmed the constructs' structural validity. Positive correlations were found between all four subdimensions of digital literacy and mental toughness. Regression analysis revealed significant positive impacts of the attitude (beta = 0.155), technique (beta = 0.190), and social dimensions (beta = 0.173) of digital literacy on mental toughness. Findings suggest a robust association between digital literacy and mental toughness in athletes. Increased positive attitudes, strong technical skills, and active social engagement in the digital realm contribute to enhanced mental resilience. Future research should explore potential interventions to foster digital literacy in athletes, potentially leading to improved mental fortitude and performance.Öğe Modelling of university students' earthquake knowledge and sustainable earthquake awareness(Springer, 2025) Sozen, Erol; Genc, MuratThe purpose of this study is to examine the correlation between earthquake knowledge and sustainable earthquake awareness among university students, using Structural Equation Modeling (SEM) as the analytical framework. The research encompassed 495 university students hailing from a municipality situated along the North Anatolian Fault in Turkey. The participants' responses to the measurement instruments were subjected to SEM analysis. The assessment instruments utilized in this study were the Sustainable Earthquake Awareness Scale and the Earthquake Knowledge Scale. Prior to analysis, the suitability of these scales for factor analysis was ascertained through Kaiser-Meyer-Olkin (KMO) and Bartlett's tests. Subsequently, the theoretical structural model underwent examination via LISREL software. Results derived from the SEM analysis revealed a favorable association between earthquake knowledge and sustainable earthquake awareness among university students. This underscores the critical importance of individuals possessing comprehensive knowledge about earthquakes and maintaining sustained awareness to mitigate potential damages, particularly loss of life, in the event of seismic activity.Öğe The Potential of the Extended Reality (XR) to Supplant Traditional Science Classrooms(IGI Global, 2024) Durak, Benzegül; Genc, Murat; Arslan, Harika ÖzgeIn this chapter, the question of whether educational technologies, particularly extended reality technologies, which gained momentum after the pandemic, can serve as an alternative to traditional classrooms in science education was explored. For this aim, an XR workshop has been prepared for middle school science teachers currently teaching in different schools in Duzce, Turkey. During the program, a total of 9 teachers acquired theoretical knowledge about augmented reality, virtual reality, and extended reality, and they also engaged in practical applications. Subsequently, they prepared lesson plans or activities using XR technologies, where they previously applied lessons using traditional methods. At the end of the program, data was collected through interviews with teachers. The views of teachers were discussed in relation to the potential of XR technologies against traditional classrooms. © 2025 Elsevier B.V., All rights reserved.Öğe Socio-scientific reasoning of science, social studies and primary teachers(Routledge Journals, Taylor & Francis Ltd, 2024) Orhan, Ugur; Genc, MuratBackgroundTeachers should have a reasonable socio-scientific reasoning (SSR) level, both because they are intellectual members of society and because of their duty to teach reasoning skills to their students, who will become responsible citizens of the future, as indicated in the curriculum.PurposeThe study aims to examine the SSR level of science, social studies and primary teachers and determine the effect of different variables on SSRquantitatively.SampleThe participants were composed of 297 primary teachers, 80 scienceteachers and 53 social studies teachers (430 teachers in total) who worked in official institutions affiliated with the Ministry of National Education in Turkey.Design and methodThe descriptive survey model, a quantitative research method, was used to achieve the research goal. The research data were obtained via the Socio-Scientific Reasoning Scale (SSRS).Results and ConclusionResults show that the SSR of the science, social studies and primary teachers are at a medium level and there is no statistically significant difference between the teaching branches. In the sub-dimensions of SSR, the highest level of reasoning was obtained by all the teachers from three different branches for the sub-dimension of perspective. Science and primary teachers had the lowest level of reasoning for the sub-dimension of complexity; social studies teachers had the lowest level of reasoning for the sub-dimensionof inquiry. While education level does not affect SSR, SSR varies statistically significantly depending on the variables of branch, gender and professional experience.SuggestionPractices should be implemented to improve teachers' SSR, which can be conducted through in-service training opportunities. In addition, our results can be used while determining the composition of the teachers who will participate in the training.Öğe Sosyobilimsel Bir Konu Örneği: Nükleer Enerji(2024) Çiçek, Zübeyde; Genc, MuratBu çalışmanın amacı, sosyobilimsel konuların öğretilmesinde ve 21.yy becerilerinin kazandırılmasında rehber olacak bir ders planı hazırlamaktır. Bu amaç kapsamında dört ders saati süren bir ders planı tasarlanmış ve ayrıntılı olarak sunulmuştur. Ders planı için üç farklı etkinlik tasarlanmış ve uygulanmıştır. İlk etkinlik olarak, nükleer enerjinin açıklanmasına yönelik Nükleer Enerji Paneli Etkinliğidir. İkinci etkinlik olarak, nükleer enerji konusunu her açıdan ele almayı sağlayan 6 Şapkalı Düşünme Tekniği ile Nükleer Enerjiye Farklı Bakışlar Etkinliğidir. Üçüncü etkinlik olarak, nükleer enerjinin olumlu ve olumsuz yanlarını anlamayı sağlayan, nükleer enerji afişi tasarlanan Canva ile İkilem Kartları Oluşturalım Etkinliğidir. Uygulanan etkinliklerde beğenilen, beğenilmeyen ve değiştirilmesi istenen yönler; öğrencilere uygulanan etkinlik değerlendirme formu ile belirlenmiştir. Etkinlik değerlendirme formundan elde edilen bulgulara göre uygulanan etkinliklerle ilgili öğrenciler genel olarak olumlu görüş bildirmiştir. Tasarlanan ve uygulanan ders planının öğretmenlere ve öğretmen adaylarına örnek bir sosyobilimsel ders planı olacağı düşünülmektedir.Öğe The stem education approach for conceptual learning(IGI Global, 2024) Arslan, Harika Özge; Genc, MuratThe STEM education approach is an interdisciplinary approach to equip students with the knowledge and 21st century skills that are necessary to thrive in a rapidly evolving world driven by technological advancements. This approach is also aims to foster a deeper understanding of the interconnectedness of these disciplines and their real-world applications. By blending theoretical concepts with real world experiences, encourages hands-on learning, project-based activities, and collaborative teamwork, therefore prepare students for the challenges of the 21st century workforce. This approach utilizes social and situated learning methods to support conceptual understanding by connecting knowledge from different disciplines. How concept learning occurs while utilizing the STEM education approach? What types of knowledge (Factual, Conceptual, Procedural, and Metacognitive) are emphasized in the Engineering Design Process which is the frequently used in the STEM education approach? What are the factors affecting conceptual learning in this approach? are driven questions of this chapter. © 2024 Elsevier B.V., All rights reserved.Öğe USING MOBILE APPLICATIONS IN SCIENCE EDUCATION(Int Council Materials Education, 2021) Genc, Murat; Sogut, Seda; Albayrak, SenaThis research aims to get the opinions of science teacher candidates about using mobile applications. The research study group consists of 31 science teacher candidates who are continuing their education at the Faculty of Education at Duzce University. A descriptive research design, one of the qualitative research methods, was used in this research. At the beginning, teacher candidates were informed about mobile learning and applications. Later, to get their opinions, they were asked to use SkyMap, PlantNet, KligTag, and Science Journal mobile applications and prepare reports about them. Finally, they were asked to write their opinions about mobile applications. The data obtained are coded, and their frequency distributions are analyzed, tabulated, and interpreted. The research findings were obtained through a content analysis of the data consisting of the opinions of science teacher candidates. According to the results obtained, most of the teacher candidates stated that mobile applications benefit the learning and teaching process and contribute to students' development of science process skills. In addition, teacher candidates stated that mobile applications attract students' attention and offer them the opportunity to learn through experience.
