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    Development and validation of climate change awareness scale for high school students
    (Springer, 2023) Gonen, Cagdas; Deveci, Ece Ummu; Aydede, Meryem Nur
    The topic of climate change has begun to be referred to as the global climate change crisis. Despite the precautions taken through international accords, the main solution to climate change will be an increase in individual knowledge and awareness, as well as change in their behavior as a result. A valid and reliable climate change awareness (CCA) scale for high school students was developed in this study. As a scale development strategy, an inductive scale development approach was used. The study enrolled a total of 454 high school students. In this study, both exploratory and confirmatory factor analyses were used to provide validity. In this way, the CCA scale was developed and validated using two different randomly separated samples. Sample 1 (274 high school students) was assigned to the exploratory factor analysis group, while sample 2 (180 high school students) was utilized to confirm the factor structures via confirmative factor analysis. Confirmatory factor analysis was used to check model-data coherence and test assumptions about variable relationships. As a result of the study, a valid and reliable Likert-type scale for assessing high school students' climate change awareness was developed. The scale consists of 17 items and a Cronbach alpha value of 0.88. CFI (0.93), NFI (0.82), RFI (0.88) and GFI (0.90) RMSEA (0.045) have proven to be acceptable fit indexes between the model and the data for the research model. Thus, the fit indexes produced as a result of the CFA indicated that the model had good fit.
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    Examining the Primary School Teacher Candidates’ Science Learning Skills in Terms of Their Attitudes towards Science and Their Science Teaching Self-Efficacy Beliefs
    (Eurasian Society of Educational Research, 2022) Aydede, Meryem Nur
    This study aims to investigate the relationship between the science learning skills of primary school teacher candidates and various variables. A correlational survey design was used in the study as a research methodology. With the correlational survey design, the relationships between the science learning skills of the primary school teacher candidates and some variables were examined and their effectiveness in predicting their science learning skills was determined. This study was conducted on 160 teacher candidates in the spring term of the 2019-2020 academic year. As a result of the study, a high level of correlation was found between the science learning skills of the primary school teacher candidates and their self-efficacy belief in science education. In addition, it was found that 38% of science learning skills were explained by attitudes and beliefs. In other words, it was seen that the affective characteristics of pre-service teachers about science significantly affected their science learning skills. In the light of these results, it is recommended to carry out studies in the education process to develop the necessary skills before considering the cognitive competencies of primary school teachers about science. They should also develop positive feelings towards science and gain the understanding that science is not a field of memorization, but a fun field necessary to make sense of the world. © 2022 The Author(s).
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    INVESTIGATION OF PRE-SERVICE TEACHERS' AWARENESS OF STEM AND STEM TEACHING INTENTION
    (2021) Yenmez, Arzu Aydoğan; Aydede, Meryem Nur; Gökçe, Semirhan; Çelik, Tuğba
    STEM education is aninterdisciplinary educational implementation, and can easily bedesigned viacollaborative efforts of teachers in order to provide students with comprehensive, meaningful and unique learning experiences.For effective STEM practices, the role of teachers is very important. The teachers who are able to handleSTEM education are supposed to integratedifferent disciplines in the teaching/learning situations in the achievement of course objectives. In this sense, awareness and intention of pre-service teachers have a very important placefor their future professional implementations. In this study, pre-service teachers' awarenessof andintention towards STEM education were examined. . The study adopted one group pre-test post-test research design. The participants were composed of 192 pre-service teachersin the departments of Computer Education and Instructional Technology, Science Education, Elementary Mathematics Education and Turkish Language Education in a state university in central Anatolia. The results revealed that the participants who could adopt STEM education, make use of interdisciplinary activities, and who were interested in developing their interdisciplinary knowledge were more aware of STEM and had positive intention towards STEM education.
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    Teachers' opinions about science project development process
    (ELSEVIER SCIENCE BV, 2010) Aydede, Meryem Nur; Kesercioglu, Teoman; Uzunboylu, H
    The purpose of this study is to identify the the Science and Technology teachers' opinions about project development process. The study is implemented with 28 Science and Technology teachers working in 6 different primary-schools in Turkey. The study was organized according to qualitative research approach. In the study, 'Semi-structured Negotiation Form' was developed by the researchers to collect data. Percentage and frequency are used for the analysis of the answers to structured questions. According to the study results, project working takes too much time, the applications are difficult to perform and socio-economic state of the sudents effect the project work (c) 2010 Elsevier Ltd. All rights reserved.
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    THE EFFECT OF ACTIVE LEARNING APPLICATIONS ON STUDENTS' SELF DIRECT LEARNING SKILLS
    (HACETTEPE UNIV, 2012) Aydede, Meryem Nur; Kesercioglu, Teoman
    The purpose of this study was to investigate the effectiveness of active learning applications on eight grade students' self direct learning skills. Experimental design was used in the study. The study was implemented in a public primary school in Buca, Izmir in spring semester of 2008-2009. 64 students participated in the student study group in all, consisting 30 students in the experimental group and 34 students in the control group. The study lasted 10 weeks. The lessons were performed according to active learning applications in the experimental group, whereas in the control group the lessons were performed based on the 2005 Science and Technology curriculum. In the study, self direct learning scale was used as means of data collection. Covariance analysis techniques was used to analyze data. According to the students' pretest and posttest scores obtained from the self direct learning scale, there was a significant difference between the experimental group and the control group in the favor of the experimental group.
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    The effect of active learning applications on students' views about scientific knowledge
    (ELSEVIER SCIENCE BV, 2010) Aydede, Meryem Nur; Kesercioglu, Teoman; Uzunboylu, H
    The pupose of this study was to explain the effect of the active learning applications on eight grade primary school students' views about scientific knowledge. This research was conducted in a quasi-experimental design. 34 students participated in the student study group in all, consisting 31 students in the experimental group and 33 students in the control group. The study lasted for 10 weeks. "Views about Scientific Knowledge Scale" were used as pre-test and post-test for the experimental and control group. According to post-test grades obtained from "Views about Scientific Knowledge Scale", there were statistically significant differences supporting the experimental group. (c) 2010 Elsevier Ltd. All rights reserved.