Sevda Yerdelen-Damar

Bogazici University · Physics Education

This study aimed (i) to investigate how epistemic cognition in physics and metacognition, together with three dimensions of physics identity framework—recognition, physics self-efficacy, and interest—predicted the overall physics identity of Turkish high school students and also (ii) to investigate gender differences in study constructs. A sample o...

The purpose of this study is to examine the difference between the potential factors (time spent using digital devices during mathematics lessons in a school week, perceived feedback, and competitiveness of students) influencing mathematics achievement of students in Korea and Turkey. The study sample was comprised of 13440 students who were 15 yea...

This study aimed to investigate the interrelationships among high school students’ science and mathematics achievement, attitudes towards STEM and gender. The participants of the study were 446 public high school students (240 females, 206 males) from two cities in Turkey. They were 10th, 11th, and 12th grade level students selected from two differ...

In this study, the Integrated Scale of Technology Use in Physics (ISTUP) was developed to determine students' frequency of technology use, their perceptions about the effects of technology use on physics interest and achievement, and their preferences of technological tools and applications in learning physics. The scale was administered two differ...

This study investigated the effect of the metacognitive instruction in which students’ epistemic cognitions were explicitly addressed, on tenth-grade students’ conceptual understandings regarding force and motion. The participants of the study included 107 (49 female, 58 male) tenth-grade students at two public high schools. A quasi-experimental de...

[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] In the “standard” physics education research curriculum-development model, researchers are cast primarily as producers of curricula and instructors are cast primarily consumers, i.e., adopters and adapters. We illustrate a complementary model in which rese...

This study aimed to investigate Turkish secondary school teachers’ beliefs about teaching and the purposes of assessment, and the inter-relations among their beliefs. The teachers’ conceptions were compared in terms of their gender, years of experience, and academic areas. The participants of the study consisted of 768 (311 Female, 457 Male) second...

The purpose of the present study is to explore the interrelationships among students’ perceptions of constructivist learning environment, their learning approaches, gender and science achievement. Two hundred and forty-five 6th, 7th and 8th grade students were the participants. As research instruments, constructivist learning environment survey and...

This study examined the relations of preservice science teachers’ attitudes towards technology use, technology ownership, technology competencies, and experiences to their self-efficacy beliefs about technological pedagogical content knowledge (TPACK). The present study also investigated interrelations among preservice teachers’ attitudes towards t...

TPACK (Technological pedagogical content knowledge) is a useful framework for integrating technology into teaching for meaningful understanding. Since its introduction by Mishra and Kohler in 2006, there is no consensus in the results of the studies examining structure of TPACK. Recently, some studies have focused on TPACK self-efficacy (TPACK-SE)...

TPACK (Technological pedagogical content knowledge) is a useful framework for integrating technology into teaching for meaningful understanding. Since its introduction by Mishra and Kohler in 2006, there is no consensus in the results of the studies examining structure of TPACK. Recently, some studies have focused on TPACK self-efficacy (TPACK-SE)...

This study investigates the engineering epistemological beliefs (EEB) of Turkish vocational high school students. The goal of this research is to reveal changes in these beliefs across grade levels, discipline, and gender. The present study included 314 vocational high school students from five schools in two Turkish cities. A Turkish version of th...

Bu çalışma, Kirschner, Borowski, Fischer, Gess-Newsome ve Aufschnaiter (2016) tarafından nicel bir model kullanılarak geliştirilen „Fizik Öğretmeleri için Pedagojik Alan Bilgisi Ölçeği‟ni (PAB-FÖ) Türk araştırmacı ve eğitimcilerinin faydalanması için Türkçeye uyarlamayı amaçlamıştır. PAB-FÖ ölçeğinin orijinali mekanik ve genel fizik konularını içer...

Bu çalışmanın amacı ortaöğretim araştırma projeleri yarışmasına başvuran öğrencilerin yarışma ve okul bağlamında kullandıkları öğrenme yaklaşımlarını, öznel epistemolojik gelişim düzeylerini ve yarışma hakkındaki görüşlerini incelemektir. Çalışmanın katılımcılarını bir bölge merkezine çağrılmaya hak kazanan 77 lise öğrencisi oluşturmaktadır. Çalışm...

Background: Investigating factors contributing to chemistry achievement is important since it enables us to make more concrete instructional decisions related to improving students? chemistry achievement.Purpose: This study aimed to investigate how students? perceptions of learning environment, self-efficacy and gender are related to chemistry achi...

This study investigates how elite Turkish high school physics students claim to approach learning physics when they are simultaneously (i) engaged in a curriculum that led to significant gains in their epistemological sophistication and (ii) subject to a high-stakes college entrance exam. Students reported taking surface (rote) approaches to learni...

This study aims to investigate pre-service physics teachers’ metacognitive knowledge about their teaching practices. The participants included six pre-service physics teachers. A taxonomy of metacognition for teaching was developed to analyze the level of pre-service physics teachers’ metacognitive knowledge about their teaching practices. Analysis...

The present study investigated the underlying reasons for difficulties faced by students when they applied the concept of inertia across varying contexts. The participants of the study included five high school students. Data obtained from interviews were interpreted from the perspectives of the coordination class and epistemological framing theori...

This study aimed to investigate the relationships among high school students' approaches to learning science, perceptions of classroom learning environment, and achievement goals. The participants of the study included 800 high school students from 9th to 12th grade in three public schools. A conceptual model constructed based on literature were te...

The authors explored how gender and socioeconomic status (SES) predicted physics achievement as mediated by metacognition and physics self-efficacy. Data were collected from 338 high school students. The model designed for exploring how gender and SES-related differences in physics achievement were explained through metacognition and physics self-e...

This study explored how researchers’ views about the form of students’ epistemologies influence how the researchers develop and refine surveys and how they interpret survey results. After running standard statistical analyses on 505 physics students’ responses to the Turkish version of the Maryland Physics Expectations-II survey, probing students’...

The physics questions submitted to an ‘ask a scientist’ website were classified with respect to field of interest in physics, type of requested information in the question (factual, explanatory, etc.), and motivation for asking the question (applicative or non--applicative). In addition, differences in the number of females’ and males’ questions in...