This study aims to examine the thoughts of fourth-year pre-service science teachers about the nature of science. For this purpose, the study preferred the qualitative research method and phenomenology design. Participants consisted of nine pre-service science teachers. Participants wrote a self-evaluation report after the nature of the science…

The purpose of this study was to create a culturally relevant, inquiry-based science lesson plan and examine how I can become a more culturally relevant educator. This was done first through the use of seminal frameworks in both pedagogies to examine similarities and differences. Secondly, eight experts in the fields were interviewed to gather…

Students come to class with ideas about science content and the practices used to generate knowledge. Their lived experience provides them with basic ideas about how the world works. Tapping into their innate understandings and testing their ideas allows them to construct a more accurate understanding. Research shows that all students are ready to…

Physical phenomena and relations can be described mathematically by functional dependencies. These are represented in the form of tables, graphs, algebraic expressions or verbal descriptions. Only the combination of different representations enables students to experience a physical phenomenon or concept in a holistic way. Therefore, students have…

The purpose of this study was to identify types and patterns of peer scaffolding that occur during inquiry-based learning (IBL) group activities. It employed a single instrumental case approach that integrated quantitative and qualitative analyses of data gathered from 21 students in a ninth grade biology course. A verbal analysis, a content…

A scaffolding-based mind tool was designed to allow teachers to easily create lesson plans for in-class gamified activities and to embed various scaffoldings in the lesson plan design. The purpose of this study was to investigate the learning outcomes of a scaffolding-based mind tool integrated with gamified learning activities applied to a…

This study was carried out with a total of 75 students attending 9th grade in two high schools affiliated to the Ministry of National Education in Reyhanli district, which hosted many Syrian refugees in Hatay province in the spring semester of 2018-2019 academic years and lasted for three weeks. A total of 75 students, 43 from two different 9th…

Students commonly develop alternative ideas about topics in science. According to constructivist view of learning, students' alternative conceptions and misconceptions about the process of developing new knowledge should be highlighted. Remedy can be undertaken through conceptual change approach. In order to understand what factors causes 9th…

While research on embodied learning sheds light on the body's role during science learning, there is a lack of understanding of how the body is drawn upon in subsequent learning interactions. We seek to understand how the body supports cognition and learning during and after embodiment. We elaborate upon the liminal blends framework (Enyedy, N.,…

This study aimed to present a module related to the use of concept cartoons integrated into problem-based learning (PBL) method in science lessons. As part of the study, concept cartoons were developed based on scenarios dealing with daily life situations. A module was designed using these concept cartoons. The module focused on the topic…

The use of live animals in instruction plays an important role in biological education, with the intention that attitudes and emotions should be positively influenced. To date, studies in this field have given mixed results, and there has certainly been a lack of studies on student attitudes and knowledge of poisonous and venomous animals. This…

In laboratory study environments, dialogue-videos, or videos of a tutor and a tutee solving problems together, have been shown to more effectively improve student learning than monologue-videos, or videos of tutors solving problems alone. Yet, few studies have replicated these findings in the context of authentic university classrooms. Here, we…

A pedagogical technique, named the Bridge activity, has been developed to assist students' transition from preclass preparation to in-class learning within a flipped organic chemistry course. Bridge activities form the basis of an initial interactive discussion to activate students' prior knowledge and encourage meaningful learning. This paper…

According to constructivist theory, learning is a construction of new knowledge based on prior knowledge. As a consequence, science teachers are encouraged to take students' prior knowledge into account. It is evident in many cases that although students' prior knowledge is often not consistent with scientific knowledge, they may have some…

Integrating reading instruction and content area curriculum has been suggested as a method of improving students' reading comprehension and access to content knowledge. Less clear are the specific practices that should be used across the curriculum to improve comprehension and build knowledge simultaneously. The two studies in this dissertation…