Araştırma Makalesi
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Türkiye Kimya Eğitimi Doktora Tezlerinde Eğilimler

Yıl 2020, Cilt: 20 Sayı: 89, 201 - 240, 30.09.2020

Öz

Problem Durumu: YÖK (Yüksek Öğretim Kurulu)/Dünya Bankası Milli Eğitimi Geliştirme projesi kapsamında 1998 yılında eğitim fakülteleri yeniden yapılandırılmış ve işlevlerinde köklü değişikliklere gidilmiştir. Bu tarihten sonra Türkiye’de kimya eğitim araştırmalarında önemli artış gözlenmiştir. Eğitim fakültelerinde görev yapan akademisyenlerin eğitim bilimleri, öğretmen eğitimi ve alan eğitimi gibi alanlara yönlenmesi ile kimya eğitim alanı gelişmiş ve 2000‘li yıllarda büyük bir ivme yakalayarak 2000’li yılların ortalarında zirve yapmıştır. Artan yayın sayısı ile birlikte kimya eğitim alanında farklı niteliklerde çalışmalar ortaya konmuştur. Her hangi bir konu üstüne çalışan araştırmacılar o konu ile ilgili yapılan araştırmalara ulaşırken zorluk çekmekte ve fazla sayıda olan çalışmalara ulaşmak için zaman kaybetmektedirler. Alanda ne tür araştırmalara ihtiyaç olduğunu belirleyerek gelecek çalışmalara yön verecek araştırmaların önemi artmaktadır. Bundan dolayı kimya eğitim alanında yapılan çalışmaların ve bu çalışmalardan elde edilen sonuçların yakından takip edilerek alandaki eğilimlerin belirlenmesi bu alanda çalışma yapan bilim insanlarına yol gösterici nitelikte olacaktır. Doktora tezleri, ilgili alanın bilimsel bir disiplin olarak gelişmesine katkıları olan, diğer araştırmalara göre daha kapsamlı, uzun süreli ve özgün olmaları nedeniyle önemli çalışmalardır. Doktora tezlerinden bilime yenilik getirmeleri beklenmektedir. Doktora tezleri, alan eğitiminde araştırma konularının ve yöntemlerinin yaygınlığını görmek, zamanla eğilimin nasıl değiştiğini ve güncel durumun genel görünümü hakkında bilgi vermek açısından önemli bir veri kaynağıdır.

Araştırmanın Amacı: Türkiye’de eğitim fakültelerinin yeniden yapılanmasından sonra son yirmi yıl içinde (1999-2019) kimya eğitimi alanında gerçekleştirilen doktora tezlerini içerik analizi yapmaktır. Kimya eğitim alanında Türkiye’de tamamlanan doktora tezleri; konusu, yöntemi, hangi üniversitelerde yapıldığı, yıllara göre dağılımı, kullanılan öğretim yaklaşımı, hangi kimya konularının çalışıldığı, örneklemi, kullanılan veri toplama araçları ve veri analiz yöntemleri açısından incelenmiştir.

Araştırmanın Yöntemi: Bu araştırma, nitel araştırma yaklaşımlarından doküman inceleme kullanılarak gerçekleştirilmiştir. Bu araştırmada incelenen dokümanlar Türkiye’de 1999-2019 yılları arasında kimya eğitimi alanında yapılan doktora tezleridir. Elde edilen tezler betimsel içerik analizine tabi tutulmuştur. YÖK tez veri tabanı kullanılarak kapsamlı bir tarama yapılmış ve 168 doktora tezi araştırmaya dahil edilmiştir. Elde edilen tezlerin analizi Sözbilir, Kutu ve Yaşar (2012) tarafından geliştirilen “Yayın Sınıflama Formu (YSF)” ile yapılmıştır. Tezlerin içerik analizinin güvenilirliğini sağlamak için incelenen 168 doktora tezi araştırmacı tarafından bir ay arayla iki kez sınıflandırılmıştır. İki inceleme arasındaki uyum %94 düzeyinde çıkmıştır.

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Trends in PhD Theses in Turkish Chemistry Education (1999-2019)

Yıl 2020, Cilt: 20 Sayı: 89, 201 - 240, 30.09.2020

Öz

Purpose: This study analyzes the content of doctoral theses completed in chemistry education within the last two decades (1999-2019) after the restructuring of education faculties in Turkey. This study examines the doctoral dissertations completed in chemistry education in 1999-2019 concerning their year of publication, university, objective, research design, sample properties, data collection tools and data analysis methods.

Research Methods: This study was conducted using the qualitative research method of document review. The documents analyzed as part of this study were PhD theses completed in chemistry education in Turkey in 1999-2019. The theses were subjected to descriptive content analysis.

Findings: The findings obtained in this study showed that the number of theses began to increase in 2001 and reached its peak in 2012, before beginning to taper off in the following years. The Middle East Technical University published the highest number of theses. It was observed that most theses concerned the development and implementation of a teaching method. Quasi-experimental designs featured prominently as a research method, with most samples comprising high-school-level study groups. Although examples of quantitative research were more on the whole, in recent years, there was a higher number of studies based on mixed and qualitative research. Interviews and concept testing/achievement tests were frequently observed as data collection tools, while inferential and descriptive statistics were predominantly brought to bear as data analysis methods.

Implications for Research and Practice: This findings obtained in this study suggest that more emphasis should be placed on graduate courses that teach research methods, incorporating more practice sessions because the research methods used in the theses were not specified appropriately by the researchers. There is also a need, in keeping with international trends, to focus more on mixed method research, and to increase the number of qualitative studies, which do a better job of exploring educational environments naturally.

Kaynakça

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  • +Kahraman, S. (2010). The effect of three-dimensional computer assisted instruction materials developed for the atomic structure and orbitals on the success and attitudes of undergraduates (Unpublished doctoral dissertation). Ataturk University, Erzurum.
  • +Kala, N. (2012). The effect of instructional design prepared on thermodynamics unit by using Cognitive Load Theory on chemistry students? learning at retention and transfer level (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • +Karaaslan, E.H. (2014). An investigation on enhancing elementary school teachers candidates' capability of explaining chemical concepts (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • +Kara, H. (2018). The effect of 5e model-based interactive notebook on students' achievement about mixture, motivation and attitude (Unpublished doctoral dissertation). Hacettepe University, Ankara
  • +Karacop, A. (2010). Effects of jigsaw and animation techniques on students? understanding of subjects in electrochemistry and chemical bonding units (Unpublished doctoral dissertation). Ataturk University, Erzurum.
  • Karadag, E. (2009). Eğitim bilimleri alanında yapılmış doktora tezlerinin tematik açıdan incelemesi [A thematic analysis on doctoral dissertations made in the area of education sciences]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 10(3), 75-87.
  • +Karaduman, B. (2016). From scientific knowledge to learned knowledge: investigation of the concepts about gases through didactic transposition in higher education (Unpublished doctoral dissertation). Çukurova University, Adana.
  • +Karamustafaoglu, S. (2003). Developing guide material based on simple tools related to the unit 'travel to inner structure of matter' and it's effectiveness on teaching process (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • +Karslı, F. (2011). The effect of enriched laboratory guide materials on improving science process skills and conceptual change of prospective science teachers (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • +Kaya, E. (2011). The effect of conceptual change based instruction on students' understanding of rate of reaction concepts (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • +Kavak, N. (2004). The effect of constructivist role-play instruction method on conceptual achievement and perception, interest and attiude of lise 2 (grade 10) about dissolution of substances (Unpublished doctoral dissertation). Gazi University, Ankara
  • Kempa, R. (2002). Research and research utilisation in chemical education. Chemistry Education Research and Practice, 3(3), 327-343.
  • +Kıngır, S. (2011). Usıng the scıence wrıtıng heurıstıc approach to promote student understandıng in chemıcal changes and mıxtures (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • +Kıpık, M. (2015). Assessment of teacher competency and infrastructure problems in implementing chemistry programs (Unpublished doctoral dissertation). Gazi University, Ankara
  • +Kıran, B.E. (2016). Interaction between experienced chemistry teachers' science teaching orientations and other components of pedagogical content knowledge in mixtures (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • +Kırbulut, Z.D. (2012). The effect of meta conceptual teaching instruction on 10th grade students understanding of states of matter, self-efficacy toward chemistry, and the nature of meta conceptual processes (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • +Kırkıç, K.A. (2001). The Effect of mastery learning method on the achievement and the retention levels of chemistry students (Unpublished doctoral dissertation). Marmara University, Istanbul.
  • +Kızılaslan, A. (2016). Teaching concepts related 'phases of matter and heat' unit to 8th grade visually impaired primary students (Unpublished doctoral dissertation). Ataturk University, Erzurum.
  • +Kocak, C. (2011). Evaluation of chemistry topics within the daily life concept (Unpublished doctoral dissertation). Hacettepe University, Ankara.
  • +Kolomuc, A. (2009). Animation aidet instruction on ?rate of chemical reactions unit in grade 11 in regart to 5E model (Unpublished doctoral dissertation). Ataturk University, Erzurum.
  • +Konur, K.B. (2010). The effect of conceptual change texts on the pre-service primary teachers? understanding of physical and chemical change topics (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • Kozikoglu, I., & Senemoglu, N. (2015). The Content Analysis of Dissertations Completed in the Field of Curriculum and Instruction (2009-2014). Egitim ve Bilim, 40(182), 29-41.
  • +Kurbanoglu, N.İ. (2003). A study on programmed teaching of stereochemistry in organic chemistry (Unpublished doctoral dissertation). Ataturk University, Erzurum.
  • +Kurt, S. (2010). Developing and evaluating materials related to ''rate of chemical reactions topic (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • +Kutu, H. (2011). Teaching chemistry in our lives unit in the 9th grade chemistry course through context-based ARCS instructional model (Unpublished doctoral dissertation). Ataturk University, Erzurum.
  • +Kutucu, E.S. (2016). Examination of interaction between pre-service chemistry teachers' pedagogical content knowledge and content knowledge in electrochemistry (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • Kucukozer, A. (2016). Fen bilgisi eğitimi alanında yapılan doktora tezlerine bir bakış [An overview of the doctoral thesis in science education]. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 10(1), 107-141.
  • McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence-based inquiry (7th edt.). New York: Longman.
  • Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
  • +Mete, P. (2016). Teaching the features of some matters - 'hard-soft'- through direct teaching method to intellectually disabled students in a special subclass of a middle school (Unpublished doctoral dissertation). Ataturk University, Erzurum.
  • Miles, M. B., & Huberman, A. (1994). M.(1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage Publications.
  • +Mutlu, A. (2015). The effect of guided inquiry based general chemistry activities on learning process in real and virtual environments (Unpublished doctoral dissertation). İstanbul University, İstanbul.
  • +Neseriazar, A. (2015). Effectiveness of different conceptual change techniques enhanced with 5E model in teaching chemical equilibrium (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • +Ogunç, A. (2012). Development, application and evaluation of an active learning material based on constructivism related to 'reaction rates and chemical equilibrium' subject in chemistry lesson (Unpublished doctoral dissertation). Dokuz Eylül University, İzmir.
  • +Oluk, N.T. (2016). The comparision of different concept mapping tasks in chemistry education (Unpublished doctoral dissertation). Gazi University, Ankara.
  • +Onder, İ. (2006). The effect of conceptual change approach on students' understanding of solubility equilibrium concept (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • +Oskay, Ö.Ö. (2007). Technology assisted problem-based learning applications in chemistry education (Unpublished doctoral dissertation). Hacettepe University, Ankara.
  • +Ozbayrak, Ö. (2013). Misconceptions in chemistry education: Compounds (Unpublished doctoral dissertation). Dokuz Eylül University, İzmir.
  • +Ozcan, O. (2017). An action research towards teaching acids and bases to grade 12 students through peer instruction (Unpublished doctoral dissertation). Ataturk University, Erzurum.
  • +Ozdemir, İ.B.A.(2017). Comparison of the effects of explicit nature of science instruction and explicit nature of science instruction integrated with explicit argumentation instruction on grade 10 students' understandings, argumentation skills and attitudes towards chemistry (Unpublished doctoral dissertation). Marmara University, İstanbul.
  • +Ozeken, Ö.F. (2011). An investigation of effectiveness of problem based learning in teaching acid-base subject (Unpublished doctoral dissertation). Ataturk University, Erzurum.
  • +Ozel, U. (2018). Development of argumentation skills of vocational high school students with scientific and socioscientific issues (Unpublished doctoral dissertation). Gazi University, Ankara.
  • +Ozgur, S.D. (2016). The effect of inquiry based learning on gifted and talented students' understanding of acids-bases concepts and motivation towards science learning (Unpublished doctoral dissertation). Hacettepe University, Ankara.
  • +Ozmen, H. (2002). Developing and implementing guide materials for chemistry teachers for the chemical reaction unit (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • +Oztekin, A. (2013). Evaluation of secondary school 10th grade chemistry instructional curriculum Unpublished doctoral dissertation). Balıkesir University, Balıkesir.
  • +Pabuccu, A. (2008). Improving 11th grade students' understanding of acid-base concepts by using 5E learning cycle model (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • +Pınarbasi, T. (2002). Investigations of effectiveness of conceptual change approach on understanding of solubility concepts (Unpublished doctoral dissertation). Ataturk University, Erzurum.
  • +Sadi, S. (2013). The effects of the context- based learning approach on the training of chemical changes unit (Unpublished doctoral dissertation). Ataturk University, Erzurum.
  • +Sahin, Ş. (2016). The content analysis of the chemistry text books in terms of the acquisition related with nature of science (Unpublished doctoral dissertation). Gazi University, Ankara.
  • +Sarıbas, D. (2009). Investigating the effect of laboratory environment aimed to improve self-regulated learning strategies on conceptual understanding, science process skills and attitude towards chemistry (Unpublished doctoral dissertation). Marmara University, İstanbul.
  • +Sarıcayır, H. (2007). The impact of computer-assisted and laboratory-based teaching methods in the teaching of chemical equilibrium on students? achievement, recall level and attitudes toward chemistry (Unpublished doctoral dissertation). Marmara University, İstanbul.
  • +Sarıtas, D. (2012). The rational knowledge, in the process of the teaching periodic system; its genaration, epistemology and methodology (Unpublished doctoral dissertation). Gazi University, Ankara.
  • +Seker, A. (2012). Conceptual change oriented instruction and students' misconceptions in chemical bonding concepts (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • +Sekerci, A.R. (2013). The effect of argumentation based instruction on students? argumentation skills and conceptual understanding in Chemistry laboratory (Unpublished doctoral dissertation). Ataturk University, Erzurum.
  • +Sen, A.Z. (2018). Examination of experienced chemistry teachers' pedagogical content knowledge in the context of physical and chemical changes (Unpublished doctoral dissertation). Balıkesir University, Balıkesir.
  • +Sen, Ş. (2015). Investigation of students' conceptual understanding of electrochemistry and self-regulated learning skills in process oriented guided inquiry learning environment (Unpublished doctoral dissertation). Hacettepe University, Ankara.
  • +Sendur, G. (2009). Applying Ausubel’s expository teaching to overcome misconceptions about chemical equilibrium (Unpublished doctoral dissertation). Dokuz Eylül University, İzmir.
  • +Senocak, E. (2005). A study on the effects of problem-based learning approach on teaching the gases (Unpublished doctoral dissertation). Ataturk University, Erzurum.
  • +Sevim, S. (2007). Preparation and application of conceptual change texts on solution and chemical bonding concepts (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • +Sevinc, B. (2015). Developing and evaluating the effectiveness of materials based on REACT strategy on the subject of acids and bases (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • +Seyhan, H.G. (2008). Developing inquiry based student experiments in the chemistry education and discussing results (Unpublished doctoral dissertation). Hacettepe University, Ankara.
  • +Simşek, P. (2013). The effects of inquiry based learning on primary students' academic achievement and conceptual understanding of matter, attitudes towards science, science process and communication skills (Unpublished doctoral dissertation). Marmara University, İstanbul.
  • +Simşek, Ü. (2007). The effects of the Jigsaw and learning together techniques applied in solutions and chemical equilibrium subjects on learning of the particulate nature of matter by the students and their the academic achievements (Unpublished doctoral dissertation). Ataturk University, Erzurum.
  • Sozbilir, M. (2013). Chemistry education research in Turkey. Chemistry International, 35(2), 12-14.
  • Sozbilir, M., Akilli, M., Yasar, M. D., & Dede, H. (2016). Development of chemistry education research (CER) in Turkey: A comparison of CER papers with international research. In Science Education Research and Practice in Asia (pp. 289-317). Springer, Singapore.
  • Sozbilir, M., Kutu, H., & Yasar, M. D. (2012). Science education research in Turkey. In Science Education Research and Practice in Europe (pp. 341-374). Sense Publishers, Rotterdam.
  • Sozbilir, M. & Ayas, A. (2015). Kimya ve kimya eğitiminin ülkemizde gelişimi [Development of chemistry and chemistry education in our country]. Ayas, A. and Sözbilir, M. (Edt). Kimya Öğretimi içinde [Chemistery Teaching] (s. 1-12). İstanbul: Pegem Akademi.
  • Sozbilir, M., Kutu, H., & Yaşar, M. D. (2013). Türkiye’de kimya eğitimi araştırmalarının durumu ve eğilimler [The status of chemistry education researches and trends in Turkey]. M. Sözbilir (Edt.). Türkiye’de kimya eğitimi [Chemistery Education in Turkey], 175-204.
  • +Sonmez, D.Y. (2015). The effect of case based learning instruction on 11th grade students' understanding of acids and bases concepts and their motivation to learn chemistry (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • +Sunar, S. (2013). The effect of context-based instruction integrated with learning cycle model on students' achievement and retention related to states of matter subject (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • Suri, H. & Clarke, D. (2009). Advancements in research synthesis methods: From a methodologically inclusive perspective. Review of Educational Research, 79(1), 395-430.
  • +Tamer, P.İ. (2006). Effect of conceptual change texts accompanied with analogies on promoting conceptual change in acid and base concepts (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • +Tarkın, A. (2014). Implementation of case-based instruction on electrochemistry at 11th grade level (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • +Tasdelen, U. (2011). The effects of computer-based interactive conceptual change texts on 11th grade students' understanding of electrochemistry concepts and attitude toward chemistry (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • +Tastan, Ö. (2009). Effect of cooperative learning based on conceptual change conditions on motivation and understanding of reaction rate (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • +Tatar, E. (2007). Effect of problem based learning approach on understanding of the first law of thermodynamics (Unpublished doctoral dissertation). Ataturk University, Erzurum.
  • +Tatlı, Z. (2011). Development, application and evaluation of virtual chemistry laboratory experiments for chemichal changes unit at secondary school 9th grade curriculum (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon
  • +Tekin, S. (2004). Development an inservice programme concerning conceptual understanding and concept teaching for chemistry teachers and investigation of its influence in practice (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • +Temel, S. (2009). Problem solving applications in chemistry laboratory (Unpublished doctoral dissertation). Hacattepe University, Ankara.
  • Teo, T. W., Goh, M. T. and Yeo, L. W. (2014). Chemistry education research trends: 2004–2013. Chemistry Education Research and Practice, 15(4), 470-487.
  • +Tosun, C. (2010). The effect of problem based learning method on understanding of the solutions and its’ physical properties (Unpublished doctoral dissertation). Ataturk University, Erzurum.
  • Towns M. H., (2013), New guidelines for chemistry education research manuscripts and future directions of the field, Journal of Chemical Education. 90, 1107–1008.
  • Towns M. H. & Kraft A., (2011), Review and synthesis of research in chemical education from 2000–2010. A white paper for the National Academies National Research Council Board of Science Education, Committee on Status, Contributions, and Future Directions of Discipline Based Education Research.
  • +Tunc, T. (2015). The effect of problem based learning on students' academic achievements in the subject of electrochemistry in analytical chemistry course (Unpublished doctoral dissertation). Dokuz Eylül University, İzmir.
  • +Turacoglu, İ. (2013). Researching the effect of constructivist approach applied in science and technology curriculum to the students readiness levels of 9th grade chemistry course (Unpublished doctoral dissertation). Dokuz Eylül University, İzmir.
  • +Tumay, H. (2008). Argumentation focused chemistry teaching (Unpublished doctoral dissertation). Gazi University, Ankara.
  • +Tutuncu, G. (2016). Development and implementation of a teaching material about high school 10th grade gases topic based on the context-based approach reinforced by stories (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • +Tuysuz, C. (2005). Developing WEB based materials related to primary school science-chemistry topic and their application to science teaching (Unpublished doctoral dissertation). Dokuz Eylül University, İzmir.
  • +Tuysuz, M. (2015). The effect of 5E learning cycle and multiple intelligence approach on 9th grade students' achievement on unit of chemical properties, attitude, and motivation toward chemistry (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • +Tuzun, Ü.N. (2016). Enhancing high school students' critical thinking skills via enhancing their argumentation skills in science education (Unpublished doctoral dissertation). Gazi University, Ankara.
  • +Ulusoy, F. (2011). The effects of interventions based on chemical modelling and computer based teaching over 12 graders' learning outcomes: The case of chemical bonding (Unpublished doctoral dissertation). Marmara University, İstanbul.
  • +Ultay, N. (2012). Designing, implementing and comparing acids and bases instructional tasks based on REACT strategy and 5E model (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • +Ulutas, B. (2016). An investigation of the change in pre-service chemistry teachers' motivation in self-regulated learning environments (Unpublished doctoral dissertation). Gazi University, Ankara.
  • Ulutas, B., Üner, S., Turan Oluk, N., Yalçın Çelik, A., & Akkuş, H. (2015). Türkiye'deki kimya eğitimi makalelerinin incelenmesi: 2000-2013. Journal of Kirsehir Education Faculty, 16(2), 141-160.
  • +Unal, S. (2007). A new approach on teaching of chemical bonds and intermolecular forces: The effects of CAI and CCT on conceptual change (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • +Uner, S. (2016). Examination of the topic-specific nature of chemistry teachers' pedagogical content knowledge and students' perceptions of their teachers' pedagogical content knowledge (Unpublished doctoral dissertation). Gazi University, Ankara.
  • +Unlu, Y. (2014). Conceptual change texts oriented instruction in teaching solution concepts (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • +Usta, N.D. (2011). Developing, implementing and evaluating cai materials related to “radioactivity” topic based on constructivist learning theory (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • +Uyulgan, M.A. (2012). Performance evaluation of prospective chemistry teachers? subject matter knowledge (Unpublished doctoral dissertation). Dokuz Eylül University, İzmir.
  • +Uzuntiryaki, E. (2003). Effectiveness of constructivist approach on students' understanding of chemical bonding concepts (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • +Vural, S. (2016). The effect of teaching material based on the common knowledge consruction model on the gifted students' understanding of concepts: 'acid-base' (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • +Yadigaroğlu, M. (2014). Developing an in-service training programme for improving chemistry teachers' knowledge and skills about technological pedagogical content knowledge model and investigating its effectiveness (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • +Yalçın, F.A. (2010). The preparation, implementation and evaluation of active learning activities based on constructivist approach in teaching acids and bases at high school and university level (Unpublished doctoral dissertation). Ataturk University, Erzurum.
  • +Yalcın, M. (2003). The Use as a guide of continuous assessment in physical chemistry teaching: A case study (Unpublished doctoral dissertation). Ataturk University, Erzurum.
  • +Yalcın, M. (2012). The reliability of different (written) measurement tools used in high school chemistry for the solution concept in evaluating students' success (Unpublished doctoral dissertation).Gazi University, Ankara.
  • +Yalcınkaya, E. (2010). Effect of case based learning on 10th grade students' understanding of gas concepts, their attitude and motivation (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • +Yaman, F. (2012). The effect of computer-based predict-observe-explain (POE) tasks on students? conceptual understanding related to acid-base chemistry: Cases from Turkey and the USA (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • +Yasar, M.D. (2012). An investigation of chemistry teachers? perceptions and implementation of constructivist principles in 9th grade chemistry curriculum: The case of Erzurum (Unpublished doctoral dissertation). Ataturk University, Erzurum.
  • +Yavuz, A. (2005). Effectiveness of conceptual change instruction accompanied with demonstrations and computer assisted concept mapping on students' understanding of matter concepts (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • +Yavuz, S. (2006). Evaluation of the effect of project-based learning model on chemistry education students environmental knowledge and attitudes towards environment (Unpublished doctoral dissertation). Hacettepe University, Ankara.
  • Yavuz, S. (2017). Kimya eğitimi alanında kavram yanılgıları ile ilgili tamamlanmış tezler üzerine bir içerik analizi: Türkiye örneği (2005-2015). Kastamonu Eğitim Dergisi, 25(3), 957-974.
  • +Yesiloglu, S.N. (2014). Epistemology and nature of science understandings during practical works in school science: A chemistry course case (Unpublished doctoral dissertation). Gazi University, Ankara.
  • Yıldırım, A., & Simsek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. (9. Genişletilmiş Baskı) Ankara: Seçkin yayıncılık.
  • +Yıldırım, N. (2009). Developing, implementing and evaluating materials related to ''chemical equilibrium” topic (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • +Yıldırım, T. (2017). The survey on the effectiveness of peer instruction method in teaching solutions at high school level (Unpublished doctoral dissertation). Ataturk University, Erzurum.
  • +Yıldırır, H.E. (2013). The evaluation of learning environment based argumentation in classroom: A case study involving experienced chemistry teachers and prospective chemistry teachers (Unpublished doctoral dissertation). Balıkesir University, Balıkesir.
  • +Yoruk, N.Z. (2010). Effects of Science, Technoogy, Society and Environment (STSE) approach teaching chemistry with using the 5E learning model (Unpublished doctoral dissertation). Hacettepe University, Ankara.
  • +Zorluoglu, S.L. (2017). Teaching the concepts in particulate nature of matter to 6th grade visually impaired students level (Unpublished doctoral dissertation). Ataturk University, Erzurum.
Toplam 196 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Tamer Yıldırım Bu kişi benim 0000-0001-8605-5384

Yayımlanma Tarihi 30 Eylül 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 20 Sayı: 89

Kaynak Göster

APA Yıldırım, T. (2020). Trends in PhD Theses in Turkish Chemistry Education (1999-2019). Eurasian Journal of Educational Research, 20(89), 201-240.
AMA Yıldırım T. Trends in PhD Theses in Turkish Chemistry Education (1999-2019). Eurasian Journal of Educational Research. Eylül 2020;20(89):201-240.
Chicago Yıldırım, Tamer. “Trends in PhD Theses in Turkish Chemistry Education (1999-2019)”. Eurasian Journal of Educational Research 20, sy. 89 (Eylül 2020): 201-40.
EndNote Yıldırım T (01 Eylül 2020) Trends in PhD Theses in Turkish Chemistry Education (1999-2019). Eurasian Journal of Educational Research 20 89 201–240.
IEEE T. Yıldırım, “Trends in PhD Theses in Turkish Chemistry Education (1999-2019)”, Eurasian Journal of Educational Research, c. 20, sy. 89, ss. 201–240, 2020.
ISNAD Yıldırım, Tamer. “Trends in PhD Theses in Turkish Chemistry Education (1999-2019)”. Eurasian Journal of Educational Research 20/89 (Eylül 2020), 201-240.
JAMA Yıldırım T. Trends in PhD Theses in Turkish Chemistry Education (1999-2019). Eurasian Journal of Educational Research. 2020;20:201–240.
MLA Yıldırım, Tamer. “Trends in PhD Theses in Turkish Chemistry Education (1999-2019)”. Eurasian Journal of Educational Research, c. 20, sy. 89, 2020, ss. 201-40.
Vancouver Yıldırım T. Trends in PhD Theses in Turkish Chemistry Education (1999-2019). Eurasian Journal of Educational Research. 2020;20(89):201-40.