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Designing inquiry physics laboratories with metacognitive scaffolds to enhance engagement in scientific practices
The study aims to design an inquiry-based authentic laboratory learning environment that supports students' metacognitive activities in an SRL-supportive context to examine the progress of their engagement in scientific practices and the role of metacognitive activities in these practices. The study was conducted as design-based research and included four female undergraduate physics teaching students. This study analyzed whether students' engagement in metacognitive activities followed the metacognitive scaffolds by using Lag-sequential analysis on the coded sections of the videos. The metacognitive activities that students were involved in each scientific practice were analyzed by using code co-occurrence model (code intersection) with the coded sections of the videos. Students' participation in scientific practices was coded and graded on videos and documents, and the changes were summarized with the help of a rubric developed considering the NRC (2012) framework. Scaffoldings given for a particular metacognitive phase were followed by corresponding metacognitive activities. Students' engagement in the same phases of metacognitive activities was also sequential. Students were engaged in planning activities in all scientific practices except for analyzing and interpreting data, monitoring activities in all scientific practices, orienting activities in asking questions, executing activities in planning and carrying out investigation, elaborating activities in constructing explanations, and evaluating activities in engaging arguments from evidence. At the end of the learning progression, students scored three points for engaging arguments from evidence and four points for all other scientific practices.
Design of a mathematics learning environment: Contribution of metacognitive and argumentation practices on problem solving
Development of problem solving skills of students have been a topic on the agenda of teachers, researchers, and policymakers. The importance of students ability to articulate their thoughts, evaluate others' reasoning, and use metacognitive skills during problem solving activities is emphasized in the literature. The study aims to improve students' problem-solving abilities by incorporating argumentation and metacognition into classroom discussions. To achieve this, a learning environment is designed to foster the development of these critical skills, which are essential for effective problem solving. The design-based research was conducted over one school year in a public school in İstanbul, involving two fifth-grade classrooms and their mathematics teachers. The study included two iterative cycles using various tools and methods. Development in argumentation and metacognition is tracked through classroom talk analysis carried out at three different time periods, and presented with argumentation schemas and metacognitive talk analysis. Problem solving performance of students are examined with two mathematical tests that are applied at the beginning and end of the school year. Argumentation schemas and metacognitive talk analysis of classrooms indicate that there is an improvement in argumentation and metacognitive skills of students. Additionally, the results of mathematical tests show that students' problem solving performance improved in a statistically significant way. The findings of the study suggest that problem solving skill can be improved through designing a learning environment where argumentation and metacognitive skills are utilized and promoted in problem solving situations.
High school students' self-regulated learning in a virtual reality based learning environment
This instrumental case study aims to explore students' self-regulated learning (SRL) processes in a VR learning environment. In addition, a virtual reality (VR)-based learning environment was designed with combining traditional learning activities of mathematics education with the VR learning environment to facilitate students' SRL processes. Thus, this study also aims to explore the environmental features of the VR-based learning environment that are conducive to specific SRL processes. The participants were twenty eleventh grade students. The SRL processes of participants and the environmental features conducive to specific SRL processes were explored via using their think-aloud audio, screen recordings of their experiences in the VR learning environment, and semi-structured interviews. Qualitative data analysis was conducted through the coding of all these three data sources. The findings indicate that students engage in task analysis and monitoring processes and utilize a variety of self-control strategies in the VR learning environment. Furthermore, there is an interplay between the environmental features of the VR-based learning environment and SRL processes. The findings indicate that specific environmental features of the VR-based learning environment can facilitate students' specific SRL processes.
Designing a teacher learning community to support early childhood practitioners' wellbeing and social emotional learning
This study investigates the professional wellbeing of ECEC teachers by looking into the barriers they experienced, coping strategies, and the potential impact of Teacher Learning Communities on their professional development. Adopting the principles of Participatory Action Research, this study included teachers in the research process in identifying and addressing the challenges against their wellbeing and the design and implementation of a TLC to enhance their wellbeing. The TLC process involved six ECEC teachers in a preschool in a municipality in Turkiye. As part of the TLC, regular meetings were held, where participating teachers collaborated on developing new practices, improving their SEL skills and, engaging in reflective practices. The findings show that ECEC teachers face significant structural and emotional barriers, such as inadequate working conditions, and emotional exhaustion in the school environment. They employed coping strategies to maintain a balance between these barriers and their wellbeing. The TLC provided a supportive environment for teachers to share experiences, develop adaptive coping strategies, and enhance their wellbeing. Teachers reported increased self-awareness, improved emotional regulation skills, along with enhanced professional practices. These findings demonstrate the importance of becoming a part of a TLC, engaging in reflective practices, and the empowerment these bring in enhancing teacher wellbeing. The findings also suggest that TLCs can be an effective and sustainable model for professional development and wellbeing improvement in ECEC contexts.
Individualized second language vocabulary learning through a collaborative multimedia platform: A design-based research
Incorporation of computer-assisted language learning applications into learning environments through collaborative learning management systems embedded in a hybrid/native mobile app is the subject of this research to apply, evaluate, and improve adult English as Foreign Language (EFL) learners' digital language learning experiences. This design-based research aims to disseminate the best practice of existing digital services by turning them into a progressive web app (PWA) to be used as a solution to a specific learning environment. Prior to the dissemination step of the research, an exploratory context analysis study was carried out to inform the learning environment (Phase I) in the analysis step. Following that, worldwide language learning apps and platforms were examined, analyzed, and mapped within the scope of international projects to form the pattern of the features of the recent worldwide digital language learning solutions (Phase II). In the design step, a set of studies was conducted to utilize the most effective method considering the parameters of the learning environment where research is carried out. Firstly, the effectiveness of individualized second language vocabulary learning strategy aid through prompts, instead of conventional comprehension exercises, was examined. In addition, research fostering the strategy use by prioritizing the cognitive steps as facilitators was designed to address the critical gap of considering individualized variables in e-learning solutions. In the development stage of the research, the concept of digital language learning and adult EFL learners was introduced to a transformative solution of an innovative hybrid learning environment existing in all digital platforms (Phase III). Lastly, the implementation of the designed tool was compared to conventional methods that have been used in the learning environment and it was found out that the individualization of second language vocabulary learning in e-learning environment was effective when cognitive steps were taken into account and e-learning principles were applied (Phase IV). It was found out that the learners in the experimental group were able to improve their ability to self-regulate their vocabulary learning process, as well as their learning motivation and sense of self-efficacy by utilizing the designed tool. Keywords: Design-Based Research, Educational Digital Transformation, Progressive Web App, Vocabulary Learning, Instructional Design
Designing an online problem-based professional development programfor differentiation of early literacy instruction
Effective professional development (PD) programs closely linked to classroom practice, and teacher collaboration stand as a crucial element in enhancing educational quality. In PD programs that incorporate problem-based learning (PBL), teachers work together to address real-world challenges. Elementary teachers often struggle with assessment and teaching early literacy to students with varied skill levels and diverse backgrounds. This study aimed to address this need by design and delivery of a PD program to develop in-service early literacy teachers' knowledge and implementation of differentiated instruction (DI). The program, designed with PBL principles, was conducted on an online platform. In this design-based research, a needs analysis was conducted, followed by two cycles, with design improvements implemented after the first cycle. Participant artifacts, video recordings of the sessions, interviews, questionnaires and field notes were used for data collection. The findings indicate that participation in the PD program led to improvements in the participants' understanding and application of DI. Through collaborative problem-solving and self-directed learning tasks, teachers demonstrated a deeper understanding of DI and made progress in developing differentiated lesson plans. The findings suggested that teacher PD programs structured around PBL design principles can foster effective learning experiences that support teachers in developing practical skills in DI.
Assessing physics teachers' pedagogical content knowledge of heat and temperature through a vignette based instrument
This study aims to develop a vignette based instrument to probe in-service physics teachers' PCK of heat and temperature. The instrument focuses on two dimensions of PCK, namely (1) knowledge of student understanding and (2) knowledge of instructional strategies. The procedure of the instrument development consisted of conceptualizing PCK, developing preliminary items, conducting the first round of cognitive interviews, developing a comprehensive item pool, conducting the second round of cognitive interviews, administering the final instrument, and conducting descriptive statistics. The final form of the instrument consists of 24 items, with 12 items in the Knowledge of Student Understanding section and 12 items in the Knowledge of Instructional Strategies section. A total of 99 in-service physics teachers and 10 non-physics teachers participated in the study. To ensure the validity of the instrument, expert opinions were taken, cognitive interviews were conducted, and scores of physics and non-physics teachers were compared. Item analysis, item-total correlation, Cronbach's alpha correlation, and inter-rater correlation were conducted to evaluate the reliability of the instrument. The results of the study suggest that in-service physics teachers mostly made too general interpretations regarding student alternative conceptions. The physics teachers' interpretations of alternative conceptions of temperature were more sophisticated compared to heat and heat conduction. Similarly, most of the teachers' answers to items probing their knowledge of instructional strategies were false/irrelevant. Their performance on items eliciting knowledge of analogies and demonstrations was insufficient.
Designing a learning environment: empowering preservice science teachers to use evidence in teaching practices
Scientific evidence is a crucial component of scientific practices in developing scientific knowledge. However, preservice science teachers (PSTs) face challenges in incorporating evidence into their lessons. This study aimed to enhance PSTs' conceptual understanding of scientific evidence and enrich their teaching practices by incorporating evidence-based explanations. Design-based research was used to create a learning environment for PSTs within the context of a practicum course in a public university science education program. The learning environment was designed based on three principles derived from sociocultural learning theory, teacher learning research, and science education literature—providing scaffolding, facilitating reflection, and situating learning experiences in meaningful contexts. A pilot study and two cycles of implementation and refinement were conducted. Qualitative data were collected through questionnaires, interviews, observations of teaching practices, and lesson plans created by PSTs. The findings showed improvements in PSTs' conceptual understanding of evidence and the progression of their teaching practices toward evidence-based lessons. The results highlight the role of the three design principles in supporting their learning. The current research offers valuable insights for enhancing science teacher education, demonstrating how well-designed learning environments can equip PSTs with the essential pedagogical content knowledge needed for teaching evidence-based lessons.