Bahadır NAMDAR

Eğitim Fakültesi, Matematik Ve Fen Bilimleri Eğitimi Bölümü, Fen Bilgisi Eğitimi Anabilim Dalı

Araştırma alanları: Fen Bilgisi Öğretmenliği, Sosyal ve Beşeri Bilimler, Eğitim, İlköğretim, Bilgisayar ve Öğretim Teknolojisi Eğitimi, Sosyoloji, Eğitim Programları ve Öğretim, Yapay Zeka, Bilgisayarda Öğrenme ve Örüntü Tanıma, Metin/doküman İşleme, Programlama Dilleri

<p>2014&nbsp;yılında&nbsp;doktora&nbsp;eğitimini&nbsp;University&nbsp;of&nbsp;Georgia&nbsp;da&nbsp;fen&nbsp;eğitimi&nbsp;alanında&nbsp;tamamladı.</p><p></p><p>KNOWLEDGE&nbsp;ORGANIZATION&nbsp;WITH&nbsp;MULTIPLE&nbsp;EXTERNAL&nbsp;REPRESENTATIONS&nbsp;IN&nbsp;</p><p>A&nbsp;COMPUTER-SUPPORTED&nbsp;COLLABORATIVE&nbsp;LEARNING&nbsp;ENVIRONMENT&nbsp;FOR&nbsp;</p><p>ARGUING&nbsp;ON&nbsp;A&nbsp;SOCIO-SCIENTIFIC&nbsp;ISSUE</p><p>by</p><p>BAHADIR&nbsp;NAMDAR</p><p>(Under&nbsp;the&nbsp;Direction&nbsp;of&nbsp;Ji&nbsp;Shen)</p><p>ABSTRACT</p><p>The&nbsp;purpose&nbsp;of&nbsp;this&nbsp;research&nbsp;was&nbsp;to&nbsp;examine&nbsp;learners’&nbsp;knowledge&nbsp;organization&nbsp;with&nbsp;</p><p>multiple&nbsp;external&nbsp;representations&nbsp;(MER)&nbsp;in&nbsp;an&nbsp;argumentation-based&nbsp;computer-supported&nbsp;</p><p>collaborative&nbsp;learning&nbsp;environment.&nbsp;For&nbsp;this&nbsp;purpose,&nbsp;an&nbsp;argumentation-based&nbsp;socioscientific&nbsp;unit&nbsp;&nbsp;on&nbsp;nuclear&nbsp;energy&nbsp;has&nbsp;been&nbsp;developed&nbsp;and&nbsp;implemented&nbsp;with&nbsp;a&nbsp;group&nbsp;of&nbsp;preservice&nbsp;science&nbsp;&nbsp;teachers&nbsp;(n=20),&nbsp;who&nbsp;enrolled&nbsp;in&nbsp;a&nbsp;Physical&nbsp;Sciences&nbsp;for&nbsp;Middle&nbsp;School&nbsp;Teachers&nbsp;Content&nbsp;and&nbsp;</p><p>Methods&nbsp;courses&nbsp;at&nbsp;a&nbsp;Southeastern&nbsp;public&nbsp;research&nbsp;university&nbsp;in&nbsp;the&nbsp;USA.&nbsp;</p><p>During&nbsp;the&nbsp;unit,&nbsp;the&nbsp;participants&nbsp;used&nbsp;a&nbsp;new&nbsp;hypertext&nbsp;platform&nbsp;that&nbsp;incorporated&nbsp;three&nbsp;</p><p>external&nbsp;representational&nbsp;formats.&nbsp;This&nbsp;technology&nbsp;enables&nbsp;knowledge&nbsp;organization,&nbsp;</p><p>collaboration,&nbsp;and&nbsp;classroom&nbsp;management&nbsp;tools.&nbsp;In&nbsp;the&nbsp;unit,&nbsp;the&nbsp;students&nbsp;were&nbsp;asked&nbsp;to&nbsp;use&nbsp;the&nbsp;&nbsp;platform&nbsp;individually&nbsp;and&nbsp;learn&nbsp;about&nbsp;nuclear&nbsp;energy.&nbsp;Later&nbsp;in&nbsp;the&nbsp;unit,&nbsp;the&nbsp;students&nbsp;engaged&nbsp;in&nbsp;&nbsp;argumentation&nbsp;about&nbsp;the&nbsp;issue&nbsp;in&nbsp;their&nbsp;small&nbsp;groups&nbsp;and&nbsp;were&nbsp;asked&nbsp;to&nbsp;organize&nbsp;knowledge&nbsp;on&nbsp;a&nbsp;&nbsp;specific&nbsp;scientific&nbsp;aspect&nbsp;of&nbsp;the&nbsp;nuclear&nbsp;energy.&nbsp;Finally,&nbsp;the&nbsp;students&nbsp;presented&nbsp;their&nbsp;findings&nbsp;and&nbsp;&nbsp;final&nbsp;arguments&nbsp;about&nbsp;nuclear&nbsp;energy&nbsp;use&nbsp;and&nbsp;power&nbsp;plant&nbsp;construction&nbsp;to&nbsp;the&nbsp;whole&nbsp;class.&nbsp;</p><p></p><p>This&nbsp;study&nbsp;documented&nbsp;the&nbsp;students’&nbsp;knowledge&nbsp;organization&nbsp;with&nbsp;MER,&nbsp;their&nbsp;</p><p>argumentation&nbsp;qualities,&nbsp;and&nbsp;the&nbsp;interaction&nbsp;between&nbsp;students’&nbsp;knowledge&nbsp;organization&nbsp;and&nbsp;</p><p>argumentation&nbsp;practices.&nbsp;The&nbsp;findings&nbsp;of&nbsp;the&nbsp;study&nbsp;showed&nbsp;that&nbsp;students&nbsp;mostly&nbsp;relied&nbsp;on&nbsp;their&nbsp;&nbsp;Wiki&nbsp;and&nbsp;ConceptMaps&nbsp;in&nbsp;the&nbsp;unit.&nbsp;These&nbsp;representation&nbsp;types&nbsp;were&nbsp;more&nbsp;centralized&nbsp;and&nbsp;had&nbsp;&nbsp;higher&nbsp;knowledge&nbsp;organization&nbsp;quality&nbsp;scores&nbsp;than&nbsp;pictorial&nbsp;representations&nbsp;created&nbsp;by&nbsp;the&nbsp;&nbsp;students.&nbsp;Also,&nbsp;two&nbsp;focus&nbsp;students’&nbsp;argumentation&nbsp;practices&nbsp;indicated&nbsp;that&nbsp;when&nbsp;they&nbsp;were&nbsp;asked&nbsp;&nbsp;to&nbsp;present&nbsp;their&nbsp;group’s&nbsp;argumentation&nbsp;based&nbsp;on&nbsp;their&nbsp;collaborative&nbsp;knowledge&nbsp;organization,&nbsp;the&nbsp;&nbsp;student&nbsp;with&nbsp;the&nbsp;low&nbsp;knowledge&nbsp;organization&nbsp;and&nbsp;individual&nbsp;argumentation&nbsp;score&nbsp;incorporated&nbsp;</p><p>more&nbsp;justifications,&nbsp;aspects,&nbsp;and&nbsp;a&nbsp;counterargument&nbsp;in&nbsp;the&nbsp;collaborative&nbsp;argument&nbsp;she&nbsp;presented.&nbsp;</p><p>The&nbsp;student&nbsp;with&nbsp;a&nbsp;high&nbsp;knowledge&nbsp;organization&nbsp;and&nbsp;argumentation&nbsp;score,&nbsp;on&nbsp;the&nbsp;other&nbsp;hand,&nbsp;&nbsp;used&nbsp;specific&nbsp;scientific&nbsp;knowledge&nbsp;to&nbsp;support&nbsp;her&nbsp;argument&nbsp;and&nbsp;maintained&nbsp;the&nbsp;high&nbsp;quality&nbsp;of&nbsp;argument.&nbsp;Finally,&nbsp;interaction&nbsp;analysis&nbsp;indicated&nbsp;that&nbsp;the&nbsp;focus&nbsp;groups’&nbsp;knowledge&nbsp;organization&nbsp;&nbsp;practices&nbsp;interacted&nbsp;bi-directionally&nbsp;in&nbsp;this&nbsp;settings&nbsp;and&nbsp;students’&nbsp;use&nbsp;of&nbsp;representations&nbsp;differed&nbsp;in&nbsp;small&nbsp;group&nbsp;argumentation&nbsp;and&nbsp;the&nbsp;class&nbsp;presentation.&nbsp;Implications&nbsp;for&nbsp;curriculum&nbsp;designers,&nbsp;</p><p>science&nbsp;teachers,&nbsp;and&nbsp;feature&nbsp;research&nbsp;directions&nbsp;were&nbsp;discussed.</p><p>INDEX&nbsp;WORDS:&nbsp;Knowledge&nbsp;organization,&nbsp;Multiple&nbsp;external&nbsp;representations,&nbsp;</p><p>Argumentation,&nbsp;Socio-scientific&nbsp;issues,&nbsp;Social&nbsp;network&nbsp;analysis,&nbsp;Mixed&nbsp;methods</p><p></p><p>Link:&nbsp;https://openscholar.uga.edu/record/19302</p><p></p>

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