Person: BULUNUZ, NERMİN
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BULUNUZ
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NERMİN
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Publication Introduction and assessment of a formative assessment strategy applied in middle school science classes: Annotated student drawings(Necmettin Erbakan Üniversitesi, 2019-01-01) Bulunuz, Nermin; BULUNUZ, NERMİN; Eğitim Fakültesi; Matematik ve Fen Bilimleri Eğitimi Bölümü; EPZ-5535-2022Formative assessment is a teaching method that helps to determine the prior knowledge of students, schedule the course plan accordingly, give it the final shape based on the feedback received from students, and encourage conceptual learning. The aim of this study is to introduce the "annotated student drawings" as one of the common formative assessment strategies used in science courses in middle schools and to evaluate the practices. The study was conducted during the classes of two science teachers who are doing their master's degree. In total, 48 students participated in the study from 5th (20) and 6th (28) grades. For data collection tools, annotated student drawings on the concepts of "pollination" and "water cycle" before and after the intervention and the science teachers' feedback about the strategy were used. The pre and post-interventional annotated drawings of the middle school students were compared. On both concepts, it was several alternative conceptions from the students' pre-interventional annotated drawings that were recovered on the post-interventional drawings. The findings indicated that the annotated student drawings are fairly effective formative assessment strategies in uncovering the prior knowledge and alternative conceptions of students in class. After the intervention, the students' second drawings gave detailed information on how the students' level of understandings improved. Formative assessment techniques are suggested to be used by science teachers instead of traditional assessments in order to: 1) Getting info about their students' initial understanding; 2) Reshaping their classroom instruction according to the feedback they get from their students; and 3) Always revising their interventional methods until the students got the main idea during the teaching period.Publication Understanding of earth and space science concepts: Strategies for concept-building in elementary teacher preparation(Wiley, 2009-05-01) Bulunuz, Nermin; Jarrett, Olga S.; BULUNUZ, NERMİN; Eğitim Fakültesi; İlköğretim Bölümü; EPZ-5535-2022This research is concerned with preservice teacher understanding of six earth and space science concepts that are often taught in elementary school: the reason for seasons, phases of the moon, why the wind blows, the rock cycle, soil formation, and earthquakes. Specifically, this study examines the effect of readings, hands-on learning stations, and concept mapping in improving conceptual understanding. Undergraduates in two sections of a science methods course (N=52) completed an open-ended survey, giving explanations about the above concepts three times: as a pretest and twice as posttests after various instructional interventions. The answers, scored with a three point rubric, indicated that the preservice teachers initially had many misconceptions (alternative conceptions). A two way ANOVA with repeated measures analysis (pretest/posttest) demonstrated that readings and learning stations are both successful in building preservice teacher's understanding and that benefits from the hands-on learning stations approached statistical significance. Concept mapping had an additive effect in building understanding, as evident on the second posttest. The findings suggest useful strategies for university science instructors to use in clarifying science concepts while modeling activities teachers can use in their own classrooms.Publication Pre-service teacher scientific behavior: Comparative study of paired science project assignments(Ani Yayincilik, 2016-01-01) Bulunuz, Mizrap; Tapan Broutin, Menekse Seden; TAPAN BROUTIN, MENEKŞE SEDEN; Bulunuz, Nermin; BULUNUZ, NERMİN; Eğitim Fakültesi; 0000-0002-6650-088X; 0000-0002-1860-852X; W-2281-2017; L-3255-2019; K-1318-2019Problem Statement: University students usually lack the skills to rigorously define a multi-dimensional real-life problem and its limitations in an explicit, clear and testable way, which prevents them from forming a reliable method, obtaining relevant results and making balanced judgments to solve a problem.Purpose of the Study: The study examines the processes undergone by students in two projects and the results of these projects. One of the projects was on the subject of heat waste in the buildings of a university's school of education. The other project was a new version of that project conducted by a group of students in the following year.Method: The study was conducted with eight pre-service science teachers who were third-year students in the Science Teaching and Laboratory Practices course at a state university's education school located in Turkey's Marmara Region. Case study, a qualitative research method, is used to obtain detailed and in-depth information. The research data for this report were obtained from the students' project posters, interviews with the instructor and semi-structured interview records of interviews with the students.Findings: In the first project, pre-service teachers had serious difficulty identifying a testable research problem they encountered every day as well as developing a method to solve such a problem. Therefore, the collected data could not be analyzed because of the complexity of the data, the failure to adjust the plan to reality and the abundance of variables. Pre-service teachers in the second project began by determining an explicit, clear and testable research problem, including dependent and independent variables, regarding the waste of heat in university buildings. Two factors were very influential for this project's success. First, re-evaluating a previous research problem was more advantageous than determining a research problem from scratch, which can be explained by the fact that science is a process that progresses cyclically and cumulatively. Second, there was more intense dialogue and cooperation between the instructor and the students in the second project than in the first project.Conclusion and Recommendations: The present study revealed that when linear scientific research project practices are replaced with cyclical scientific research processes, new and more advanced projects with a wider sphere of influence can be achieved. Providing pre-service teachers with scientific research opportunities is a way to help spread the attitudes and skills needed for research, development and innovative thinking more widely throughout society.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 Clinical supervision model in teacher education and evaluation of current practices(Dergipark Akad, 2015-07-01) Bulunuz, Nermin; Bulunuz, Mızrap; BULUNUZ, NERMİN; BULUNUZ, MIZRAP; Eğitim Fakültesi; Fen Bilgisi Eğitimi Ana Bilim Dal; İlköğretim Bölümü; 0000-0002-6650-088X; L-3255-2019; K-1318-2019This research had two purposes. The first was to evaluate current field practicum in terms of frequency, content, and types of feedback preservice teachers receive at schools by comparing preservice teachers' self-evaluations to supervisor evaluations. The second was to introduce the Georgia State University Clinical Supervision Model (CSM) currently being adapted, applied, and tested to improve teaching practice at the Uludag University with a joint TUBITAK project. Data collection tools are three surveys. The first was about self-evaluation of the type, content, and frequency of feedback provided by supervisors. The second examined self-evaluation of preservice teachers on the same variables related to the feedback they received from supervisors in field placements. The third survey identified supervisors' self-perceived roles and responsibilities in the field practicum. Descriptive analysis of the data indicated there were several significant differences between the variables in the feedback preservice teachers received and the feedback provided by supervisors. Preservice teachers were often informed about the expectations, rules and regulations of their teaching practice schools. However, they had received very little written feedback and guidance on teaching materials and resources.