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Öğe Developing and Playing Chemistry Games To Learn about Elements, Compounds, and the Periodic Table: Elemental Periodica, Compoundica, and Groupica(Amer Chemical Soc, 2014) Bayir, EylemEducational games are useful pedagogical tools that facilitate learning in an enjoyable way. To help students learn many interrelated subjects and concepts-such as the names, symbols, atomic numbers and properties of the elements, the placement of the elements on the periodic table, examples of everyday objects in which the elements are found, the properties of the groups on the periodic table, and the formation of compounds-three games were formulated. Elemental Periodica and Groupica are card games, and Compoundica is a board game. These games were used as activities during a two-day Chemistry Games Days event, with 250 students (grades 9-12) and 30 inservice and preservice teachers involved. The reactions of participating students and teachers to the games were noted while play was underway. The results indicate that this set of games provides an entertaining way to facilitate students' learning about elements, compounds, and the periodic table. Playing these games may help students reinforce central chemistry concepts and review for exams.Öğe Developing Children's Views of the Nature of Science Through Role Play(Routledge Journals, Taylor & Francis Ltd, 2012) Cakici, Yilmaz; Bayir, EylemThe purpose of this study is to investigate the effect of using role play (portraying a scientist's life story) on the children's views of the nature of science (NOS). The study was carried out at the Children's University of Trakya in Turkey during the summer of 2010. The participants consisted of 18 children, aged 10-11. They met for 10 days for approximately 3 h per day. All children completed the pre- and post-tests including 16 open-ended questions in order to reveal changes in their views of the NOS prior to and at the completion of the role-play activities. The results revealed that the children had more informed views of the target NOS aspects in comparison with their views prior to the role-play activities. A large majority of the children (around 80-85%) started out with naive conceptions of the target NOS aspects. Following the role-play activities portraying scientists' lives, there was a 40-45% positive change in children's views of the tentative, empirical and creative/imaginative aspect of the NOS, and a 50-60% positive change in their views regarding the subjective/theory-laden and social-cultural embeddedness of science. The most substantial change occurred in their views concerning scientific method, with a shift of 72%. The percentage of informed views on images of scientists showed diversity. Overall results indicate that role-play/drama-oriented activities portraying scientist's life stories could be used as one of the exciting, informative and constructive ways of developing understanding of the NOS among children.Öğe The Effects of Constructivist Approach Based Science Teaching on Scientific Process Skills of 5 Years Old Children(Hacettepe Univ, 2018) Gunsen, Gulsah; Fazlioglu, Yesim; Bayir, EylemThe goal of this study was to discover the effects of Constructivist Approach Science Teaching Program on development of scientific process skills of 5-year-old children. The sample of the study consisted of 40 children (20 experiments, 20 controls) aged 5 in 2 independent kindergartens in Edirne province. Quantitative research method was used in the research and the pre-test and post-test with control group were used in the research. The Scientific Process Assessment Tool was used by Turan (2012) for 5-year-old children as a data collection tool in the research. After collecting the data, the measurement tool was applied as a pre-test for both groups, then the Scientific Approach Based Science Curriculum (YYD-BOP) developed by the researchers was applied to the experimental group and the same test was repeated as the last test in both groups. The SPSS 19 program was used for the quantitative analysis of data obtained from the study. According to the findings of the research, it was determined that the applied program was effective in improving scientific process skills of the children aged 5 years.Öğe Exploring Natural and Social Scientists' Views of Nature of Science(Routledge Journals, Taylor & Francis Ltd, 2014) Bayir, Eylem; Cakici, Yilmaz; Ertas, OzgeScience education researchers recently turned their attention to exploring views about nature of science (NOS). A large body of research indicates that both students and teachers have many naive views about the NOS. Unfortunately, less attention has been directed at the issue of exploring the views of the scientists. Also, the little research in the literature generally took into consideration NOS views of only natural scientists. This study primarily proposes to explore the views of scientists in both the natural and social sciences regarding the seven target aspects of NOS. The second aim of the study is to find out the similarities and dissimilarities between the views of scientists who majored in social sciences and those who majored in natural sciences in terms of the target aspects of NOS. The sample was 69 scientists representing 5 scientific disciplines from natural and social sciences. Interviews were employed for obtaining data. The data were analyzed by means of cognitive maps. This study revealed that the scientists in the sample have neither completely informed views nor completely naive views according to contemporary scientific understanding. Their views were a blend of the two in terms of almost all the target aspects of NOS. The views of the scientists in natural science and in social science were not substantially different. The scientists from both groups generally had similar viewpoints. This situation suggested that the scientists' views about NOS are not related to their scientific disciplines.Öğe Introducing an inquiry-based experiment-integrated science game for elementary students: the shadow races game(Routledge Journals, Taylor & Francis Ltd, 2019) Bayir, EylemThis article introduces a science game which can be used for innovative teaching and as an assessment tool. The Shadow Races Game is designed for first and second grade students to learn the phenomenon of shadow through inquiry-based activities and questions that require the children to apply inferences from those activities. In this amusing board game, students will discover the relationship between light, objects and shadows using familiar objects.
