Designing an observation protocol for professional development providers and mentors working with scientific inquiry-supported classroom settings

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dc.authoridMuslu, Nilay/0000-0002-7429-5142
dc.authoridArabacioglu, Sertac/0000-0003-0002-8647
dc.authoridOKULU, Hasan Zuhtu/0000-0002-2832-9620
dc.authoridOZDEM YILMAZ, YASEMIN/0000-0002-7688-1268
dc.authorwosidMuslu, Nilay/AEI-0733-2022
dc.authorwosidArabacioglu, Sertac/H-6439-2015
dc.authorwosidOKULU, Hasan Zuhtu/ACB-8271-2022
dc.authorwosidOZDEM YILMAZ, YASEMIN/N-5578-2018
dc.contributor.authorUnver, Ayse Oguz
dc.contributor.authorOkulu, Hasan Zuhtu
dc.contributor.authorBektas, Onur
dc.contributor.authorYilmaz, Yasemin Ozdem
dc.contributor.authorMuslu, Nilay
dc.contributor.authorSenler, Burcu
dc.contributor.authorArabacioglu, Sertac
dc.date.accessioned2024-06-12T10:56:37Z
dc.date.available2024-06-12T10:56:37Z
dc.date.issued2024
dc.departmentTrakya Üniversitesien_US
dc.description.abstractSeveral observation protocols in different theoretical frameworks and components have been designed and validated by teacher trainers and professional development providers to capture and categorize observational data on the characteristics and level of inquiry in science practices. However, certain constraints limit their wide use, such as the neglect of certain indicators of scientific inquiry, the scoring of just summative goals, or the necessity for extensive observer training. The present study, therefore, aims to propose a tool that assists professional development providers and mentors in diagnosing the closeness of practices to scientific inquiry in the context of various settings, from traditional didactic lectures to scientific inquiry, making it easily operational for self and peer evaluations as well as 360-degree video feedback. The method concentrated on multiple observations provides supportive evidence about the tool's internal consistency coefficient, the relationship between its components, and the inter-rater reliability coefficient between multiple scorers. The results highlight that the tool, which includes the components of course structure, course overview, and teacher-student communication, has the potential to contribute to the growing library of observation protocols.en_US
dc.description.sponsorshipTrkiye Bilimsel ve Teknolojik Arascedil;timath;rma Kurumu [220 K080]; Scientific and Technological Research Council of Turkey, 1001-Scientific Technological Research Project Support Programen_US
dc.description.sponsorshipThis study is based upon work supported by The Scientific and Technological Research Council of Turkey, 1001-Scientific Technological Research Project Support Program under Grant 220 K080, entitled Designing and Evaluation of the Effectiveness of Scientific Inquiry Supported Online Mentoring (e-scaffolding) in In-service Teacher Training.en_US
dc.identifier.doi10.1111/ssm.12657
dc.identifier.issn0036-6803
dc.identifier.issn1949-8594
dc.identifier.scopus2-s2.0-85190456150en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1111/ssm.12657
dc.identifier.urihttps://hdl.handle.net/20.500.14551/19862
dc.identifier.wosWOS:001198945100001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherWileyen_US
dc.relation.ispartofSchool Science And Mathematicsen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectClassroom Observationen_US
dc.subjectObservation Protocolen_US
dc.subjectScientific Inquiryen_US
dc.subjectTool Developmenten_US
dc.subjectValidity And Reliabilityen_US
dc.subjectLearning Environmentsen_US
dc.subjectScienceen_US
dc.subjectValidationen_US
dc.subjectValidityen_US
dc.titleDesigning an observation protocol for professional development providers and mentors working with scientific inquiry-supported classroom settingsen_US
dc.typeArticleen_US

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