Person: COŞKUN ONAN, BERNA
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COŞKUN ONAN
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Publication Teachers' noise sensitivity and efforts to prevent noise pollution in school(Anı Yayıncılık, 2021-03-04) Bulunuz, Nermin; Onan, Berna Coşkun; Bulunuz, Mızrap; BULUNUZ, NERMİN; COŞKUN ONAN, BERNA; BULUNUZ, MIZRAP; Eğitim Fakültesi; İlköğretim Bölümü; 0000-0001-7891-0379; 0000-0002-5218-5452; 0000-0002-6650-088X; ABI-3440-2020; L-3255-2019; EPZ-5535-2022The noise phenomenon at school is one of the factors that may negatively affect school climate. Purpose In this study, the noise sensitivity and coping efforts of classroom teachers who intensely experienced noise phenomenon in their school were determined using basic qualitative research. Method Semi-structured interviews were conducted with the teachers selected for the study group. The collected data were analyzed using thematic analysis. Findings showed that loud noise at school might lead to hypersensitivity in teachers, migraine and prolonged severe headache, difficulty in communicating, tinnitus, difficulty in focusing on lessons, adverse effects on communication and interaction within the family, excessive tiredness and getting distracted, and a reduced tolerance limit, as well as feeling tired and angry. The findings suggest that teachers are in search of a quiet environment to get away from the noise in the school. They reluctantly try to get used to the noise, and they think of retiring early from the profession. It was understood that teachers acted in various ways to cope with the noise, such as verbally warning noisy students, plugging their ears, closing the door/windows, and going out to the schoolyard to get away from the noise inside the building. Implications the teachers suggested improving the acoustics of the school, using visual stimuli with lights instead of bell sounds, raising the awareness of parents about noise and arranging the schoolyard in such a way that students can release their energies without causing noise.Publication Using comics for climate change in science education: Students' solutions and aesthetic subtleties(Sci Methodical Ctr-sci Educologica, 2023-01-01) Alp, Gamze; Onan, Berna Coşkun; COŞKUN ONAN, BERNA; Eğitim Fakültesi; Güzel Sanatlar Eğitimi; HLW-0943-2023; ABI-3440-2020To constitute awareness of climate change, hearing the solutions of students in their words and seeing visual products by creating experiences in schools is vital. This case study was limited to sequential implementations of climate change in the natural sciences teaching process in 5th grade. After an education process on using Pixton, 12 students transformed their learning into digital comics. This research aimed to reveal the problems created by students through digital stories about climate change, solutions they suggested for climate problems, and aesthetic subtleties they applied to express themselves. Digital comics created by students, researcher notes, observations, and students' view forms were used as data collection tools. Finally, vital solutions to problems such as global climate change, pollution, destruction of the natural environment, and extinction of living creatures were created by students during this case. Important solutions consisting of preventing global warming, making peace with nature, vital measures and efforts to protect the soil were suggested. Besides, interesting aesthetic subtleties such as storification, positioning of the characters, place preferences, expression of emotions, and time depiction were applied. Teachers can use comics to see students' tendencies, raise awareness, encourage them, and help them develop solutions for current socioscientific problems.Publication The reflectivity in practice teaching of visual arts(Kamla, 2015-04-01) Onan, Berna Coşkun; COŞKUN ONAN, BERNA; Eğitim Fakültesi; Güzel Sanatlar Bölümü; 0000-0002-5218-5452; ABI-3440-2020This research aimed to reveal how three sub-dimensions of reflective thinking, (that is, being aware of the problem, thinking of solutions, and making a conscious decision) appear in visual arts practice teaching. A qualitative study was conducted with data analysis of logs, notes, and interviews with nine prospective visual arts teachers. According to descriptive analysis findings, interviewees encountered difficulties in classroom management, student behavior, activity planning and teaching methods. The participants usually put their university level knowledge to use in decision making. In visual arts practice teaching, reflective learning occulted in-action and on-action, and prospective teachers also reflected art acquisitions and student experiences from primary and secondary school. In conclusion, art education can bring alternative solutions in reflective thinking due to its practical and cumulative structure that promotes creative thinking. Special teaching methods knowledge has also been used inaction while referring to educational sciences knowledge.Publication Correction on using comics for climate change in science education: Students' solutions and aesthetic subtleties (vol 22, pg 215, 2023)(Sci Methodical Ctr-sci Educologica, 2023-01-01) Alp, Gamze; Onan, Berna Coşkun; COŞKUN ONAN, BERNA; Eğitim Fakültesi; ABI-3440-2020Publication The phenomenology of interdisciplinary content: Contemporary art course(Ani Yayıncılık, 2021-01-01) Coskun, Necla; Ersoy, Ali; Coskun Onan, Berna; COŞKUN ONAN, BERNA; Bursa Uludağ Üniversitesi; 0000-0002-5218-5452; ABI-3440-2020Purpose: During the contemporary art lesson, it is important to have trainee teachers who are worthy individuals with an artist identity in society, experience education that makes them ask questions and think in life. In this research, the aim was to explain as meaning or information, how all the participants experience the interdisciplinary situation in contemporary art instruction. Method: This research was structured with qualitative research techniques and phenomenological design. The participants of the study were 13 students who follow the lesson consistently, the instructor of the lesson, and four guest instructors from various fields. To clarify the phenomenon, in addition to reviews, observation data, and various documents related to the lesson were collected and thus a variety of data was obtained. All the acquired data were analyzed with the thematic analysis method. Findings: After analyzing the data, four distinct categories emerged under the main category of Selecting and Organizing the Content. These are Key Concepts, Chronology Identification, Milestones, and Interdisciplinarity. Implications for Research and Practice: According to the outcomes, it can be said that the interdisciplinarity content organizing approach includes some fundamental characteristic qualities. The content of the contemporary art lesson has a body that includes the knowledge of various fields, multiculturality, one hundred-broad and milestones, and a complex and paradoxical knowledge structure including modern and postmodern perspectives. The instructor converted the knowledge into interdisciplinary content by including various experts from various disciplines as a disciplinarian and utilizing an integrated content approach during the contemporary art lesson.