Yazar "Karamustafaoğlu, Orhan" seçeneğine göre listele

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    Developing students’ creative problem solving skills with inquiry-based STEM activity in an out-of-school learning environment
    (Springer, 2023) Karamustafaoğlu, Orhan; Pektaş, Hüseyin Miraç
    There is a great need for applied studies at the K-12 level on how creative problem solving skills can be developed in out-of-school environments and what kind of learning activities can be used. Therefore, in this study, the effects of inquiry-based STEM (Science, Technology, Engineering and Mathematics) activities on students' STEM awareness and creative thinking skills in an out-of-school learning environment were investigated and the advantages and disadvantages of inquiry-based STEM activities were tried to be determined with student opinions. The study group of this mixed-method study consisted of 32 11th grade students selected voluntarily. Creative Problem Solving and STEM Awareness scales and a semi-structured interview form were used in the study. The findings of the study showed that inquiry-based STEM activities planned in an out-of-school learning environment improved students' creative problem solving skills and STEM awareness. Both qualitative and quantitative findings support that the activities improved students' problem solving skills and productivity and encouraged them to work collaboratively. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
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    Science Prospective Teachers' Self-efficacy and Views on the Use of Information Technologies in the Teaching of Physics Concepts
    (2016) Çelik, Harun; Karamustafaoğlu, Orhan
    - It is not thought that the learning process is not affected by the technological improvements and changes. In this study, it is especially focused on analyzing the ideas of the prospective teachers whose competencies are determined about using information technology during the teaching of concepts. This study was planned in the mixed research design and sampling criteria are used. In this study, information technology self-efficacy scale quantitative data were obtained through the information technology -supported teaching, then with the help of the concept teaching form, their ideas for the teaching process were categorized. In the study where the self-efficacy perceptions of prospective teachers were determined at a good level in real terms, the desire to perform experimental activities in virtual and built environments were scored close prettily together. Student teachers have reflected results in accordance with the literature on the support of information technology in the learning environment. When the data was associated with both behavioral and cognitive approaches, it is found meaningful that the teacher candidates enrich their teaching with a teaching model. When the active role was considered in the teaching process, it is suggested not to ignore the necessity in teacher training programs
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    Teacher candidates' proficiency in utilising the REACT strategy through experimental activities
    (Inderscience Enterprises Ltd, 2023) Çelik, Harun; Pektaş, Hüseyin Miraç; Karaşahin, Abdulsamet; Karamustafaoğlu, Orhan
    It is known that the success of a science education reform depends considerably on science teachers' knowledge, skills and activities. In accordance with this, the aim of this study is to investigate the proficiency of science teacher candidates in the use of the REACT strategy through their experimental science activities within the scope of context-based learning approach. Within this context, this study was designed in the form of a longitudinal analysis, performances were analysed periodically, and the transformation was pursued. The data obtained from documents by means of a content analysis was presented via graphical instruments through converting it into quantitative data by means of the rubric which was developed by the researchers. According to the longitudinal analysis findings, it was observed that the teacher candidates' performance in utilising the REACT strategy is parallel to the ascending number of activities.