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    Middle School Students' Motivations and Learning Competencies in Science: Mediating Role of Digital Literacy
    (Wiley, 2025) Nacaroglu, Oguzhan; Kizkapan, Oktay; Demir, Huseyin
    Science learning motivation refers to the drive and enthusiasm that students exhibit towards learning science. Science learning competencies, on the other hand, are the skills and knowledge enabling students to understand and apply scientific concepts effectively. Digital literacy, defined as the ability to effectively use digital tools and resources, has emerged as a crucial skill in modern education. Digital literacy can bridge the gap between motivation and competencies by providing students with the tools they need to engage more deeply with scientific content. Given its significance, exploring the mediating role of digital literacy in the relationship between science learning motivation and competence is essential. Hence, we aimed to test the mediating role of digital literacy in the relationship between middle school students' science learning motivation and science learning competencies. To test these relations, we adopted the correlation design of the quantitative research method. The sample consisted of 471 middle school students. Science learning motivation scale, competence scale for learning science, and digital literacy scale were used to collect data. The hypothesis model was tested by using covariance-based structural equation modeling (CB-SEM). The results showed that science learning motivation is correlated with students' science learning competency (r = 0.891, p < 0.05) and digital literacy (r = 0.538, p < 0.05). Also, digital literacy partially mediates the relation between science learning motivation and science learning competency (r = 0.757, p < 0.05). These findings highlight the importance of fostering digital literacy in educational settings to enhance students' motivation and competency in science learning. Educators and policymakers should integrate digital tools and resources into the curriculum to create a more engaging and effective learning environment, thereby bridging the gap between students' motivation and their ability to master scientific concepts.
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    Pre-service Science Teachers' Epistemic Beliefs, Nature of Science Views, and Beliefs in Pseudoscience
    (Springer, 2023) Kizkapan, Oktay; Nacaroglu, Oguzhan; Kirmiziguel, Asli Saylan
    This study aims to examine the relationship between pre-service teachers' understanding of the Nature of Science (NOS), epistemic beliefs (EB), and pseudoscientific beliefs (PSB), and whether there is a difference between pre-service teachers' understanding of NOS and pseudoscientific beliefs with sophisticated and naive epistemological beliefs. The sample consisted of 159 pre-service science teachers. The empirical study is based on correlational design. Nature of Science, Epistemic Beliefs, and Pseudoscience Beliefs Scales were used to collect the data. The results revealed that the pre-service teachers having sophisticated epistemic beliefs have also more sophisticated views of nature of science. According to the findings, no significant correlation was found between pre-service teachers' pseudoscientific beliefs, epistemic beliefs, and nature of science views.
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    Using draw, write, and tell to reveal gifted students’ perceptions and interests of STEAM disciplines
    (Routledge, 2023) Kizkapan, Oktay; Nacaroğlu, Oğuzhan; Bozdağ, Tahsin
    In this study, the aim is to examine the perceptions of gifted students toward STEAM (Science-Technology-Engineering-Art-Mathematics) disciplines. The phenomenology design, one of the qualitative research method designs, was used in the study. The study group of the research consists of 47 gifted students studying in the science and art center in the Eastern Anatolia Region of Turkey. The data of the research were collected using the draw-write-tell technique. Descriptive analysis was used to analyze the data. The analysis revealed that students generally perceive science as a laboratory activity. Also, they perceive math as operations, numbers, equations, chaos, and geometry. Similarly, students mostly perceive technology as technological items, engineering as construction, and art as painting. Most of the participants addressed science, engineering, and art as their STEAM disciplines of interest. Based on our results, we highlight that explanations regarding the nature of STEAM disciplines should be emphasized more explicitly in the lessons. © 2023 World Council for Gifted and Talented Children.