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Öğe From micro to bio: using Vee Diagram, concept map and mind map in the framework of REACT strategy in environmental education(Routledge Journals, Taylor & Francis Ltd, 2024) Gokce, Hasan; Nacaroglu, Oguzhan; Eroglu, SeyideWithin the scope of the current study, the researchers developed activities for middle school students to raise their awareness on the harm of plastics and microplastics, which are detrimental to nature and living things. In addition, through the activities developed, the study aimed to provide students with knowledge of and experience with bioplastics, which have emerged as an alternative to plastic materials and are environmentally friendly. Twelve eighth grade students participated in the current study. The activities developed by the researchers within the framework of the REACT strategy covered a four-week period. The researchers made sure that the activities designed included each step of the REACT strategy (Relating, Experiencing, Applying, Cooperating, Transferring) and the researchers used different tools (mind map, concept map, Vee diagram). The study suggests that activities designed for classroom use should be integrated with tools such as Vee diagram, concept map and mind map in order to increase students' knowledge and awareness about global environmental problems as well as support students' ability to produce solutions to such problems.Öğe Middle School Students' Motivations and Learning Competencies in Science: Mediating Role of Digital Literacy(Wiley, 2025) Nacaroglu, Oguzhan; Kizkapan, Oktay; Demir, HuseyinScience 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.Öğe Pre-service Science Teachers' Epistemic Beliefs, Nature of Science Views, and Beliefs in Pseudoscience(Springer, 2023) Kizkapan, Oktay; Nacaroglu, Oguzhan; Kirmiziguel, Asli SaylanThis 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.Öğe The Effect of Technology Supported Guided Inquiry Environmental Education on Preservice Science Teachers' Attitudes Towards Sustainable Environment, Environmental Education Self-Efficacy and Digital Literacy(Springer, 2025) Nacaroglu, Oguzhan; Goktas, OktayThis study examines the effect of technology supported guided inquiry environmental education (TsGIEE) on preservice science teachers' attitudes towards sustainable environment (AtSE), environmental education self-efficacy (EESE) and digital literacy (DL). Embedded design from mixed research method was preferred in the study. 33 (20 female-13 male) fourth grade preservice science teachers participated in the study. A significant difference was found between the pre-test and post-test scores obtained from the overall scale of EESE. In addition, a significant difference was found between the scores obtained from the content knowledge (CK) and instructional strategies (IS) sub-dimensions of the EESE in favor of the post-test. Moreover, a significant difference in favor of the post-test was found between the scores obtained from the overall AtES scale and the use of environmental resources (UER) sub-dimension. There was no significant difference between the scores obtained from the general and sub-dimensions of the digital literacy (DL) scale. When the qualitative data were analyzed, the participants produced metaphors in the category of raising environmental awareness the most regarding TsGIEE. In addition, the participants emphasized that the applications contained informative and useful information and that they gained competence in teaching environmental issues thanks to these applications. Within the framework of the findings obtained, it is recommended to organize technology-supported guided inquiry learning environments in environmental education.Öğe The effect of the flipped classroom model on gifted students? self-regulation skills and academic achievement*(Elsevier Sci Ltd, 2023) Nacaroglu, Oguzhan; Bektas, OktayThis research examines the effect of the flipped classroom model on gifted students' achievement and self-regulation skills using the embedded design, a mixed research method. For this aim, the research has been carried out with 70 gifted students (35 in the experimental group and 35 in the control group) studying in the Recognizing Individual Skills 1 program at a Science and Art Center. A 6-week implementation has been carried out taking into account the lesson plans developed by the flipped classroom model for the experimental group and the existing Recognizing Individual Skills Program 1 curriculum for the control group. MANOVA has been used to analyze the quantitative data, inductive content analysis was used to analyze the qualitative data. A statistically significant difference has been found between the experimental and control groups in favor of the experimental group in terms of academic achievement and self-regulation skill scores during the quantitative data analysis. However, while we were able to generalize to the accessible population the results found in terms of academic achievement, we could not generalize the results to the population in terms of self-regulation. As a result of the qualitative data analysis, students stated the model to be effective for learning and flexible in terms of content and time, to assure that they come prepared for the course, and to increase their self-regulation skills. In this context, the flipped classroom model is recommended for use in the subject of science for gifted students
