Yazar "Topcu, Mustafa Sami" seçeneğine göre listele

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    Exploring Teachers' Professional Development on Socioscientific Issues and Model-Based Learning: A Multiple Case Study
    (Springer, 2025) Durak, Benzegul; Topcu, Mustafa Sami
    This study proposes a three-phase professional development (PD) program for middle school science teachers and aims to investigate their engagement with the Socioscientific Issue and Model-Based Learning (SIMBL) framework. It follows a multiple-case study design, and the main data sources of the study are semi-structured interviews, while the secondary data sources include developed SIMBL units, field notes of the PD program, classroom observations of the lessons, and unstructured phone calls/messages. The semi-structured interviews comprise pre- and post-PD program interviews as well as post-implementation interviews. Employing the Interconnected Model of Professional Growth framework for data analysis, teachers are categorized into three distinct groups: proactive, collaborative, and teacher-led. Findings highlight how teacher beliefs and prior experiences shape their ability to integrate SIMBL into classroom practices. The study emphasizes the critical role of sustained PD, reflective practices, and alignment with teacher beliefs in facilitating the effective implementation of innovative teaching frameworks. Ultimately, the SIMBL framework was found to enhance student engagement with socioscientific issues by fostering critical thinking, systems-based reasoning, and media literacy, contributing to science education.
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    Navigating complexity: a multifaceted approach to teaching climate change in middle school
    (Routledge Journals, Taylor & Francis Ltd, 2024) Durak, Benzegul; Topcu, Mustafa Sami
    Global climate change is one of the most significant challenges of the twenty first century, requiring its integration into K-12 science education curricula to foster informed and climate-literate citizens. However, challenges remain in effectively teaching climate change, including a lack of instructional materials and a reliance on traditional teaching methods that limit student engagement and understanding. To address these challenges, this study developed a unit that combines socioscientific issue-based instruction, scientific modeling, and systems thinking to improve climate education. The unit was implemented by a teacher trained in the Socioscientific Issues and Model-based Learning (SIMBL) framework and showed promising results. Students demonstrated an improved understanding of climate complexity, as evidenced by the inclusion of multiple factors in their system maps and the justification of policy decisions based on their knowledge. In addition, the integration of media literacy tools improved students' critical engagement with online content. Overall, the SIMBL unit facilitated transformative learning experiences that empowered students to understand and address the multifaceted challenges of climate change. The study suggests implications for teachers and advocates for adapting the sequence to various standards and socioscientific topics beyond climate change.