https://hdl.handle.net/20.500.12809/71 Fri, 03 Apr 2026 23:49:46 GMT 2026-04-03T23:49:46Z https://hdl.handle.net/20.500.12809/11069 The Development of Pre-service Primary Teachers’ Understanding and Skills of Argumentation through Argument Driven Inquiry Özdem Yılmaz, Yasemin; Şahin Kalyon, Demet Argumentation is an indispensable part of scientific knowledge construction, and the inquiry laboratory is full of opportunities for argumentation. Yet, at primary schools, students learn science without any inducement to argumentation or inquiry. To fill this need, this study was aimed to develop pre-service primary teachers’ understanding of and skills in relation to scientific argumentation. In the study, we applied the principles of argument-driven inquiry (ADI) laboratory in the Science and Technology Laboratory Applications course. The participants were 57 pre-service primary teachers (PPTs). The research design was an embedded mixed method design, in which qualitative data was embedded in the quantitative design. The quantitative design was pre-test, post-test one group experimental design. The main sources of data were the Argumentation Test (AT) and PPTs’ written arguments. The PPTs actively participated in 5 ADI laboratory works after they were introduced to inquiry and argumentation in 4 preparatory laboratory sessions. The results showed statistically significant development of PPTs’ understanding of argumentation based on the analysis of AT responses. The analysis of written arguments supported these results by indicating improvement in PPTs’ arguments from weak to strong arguments. Implications of these findings highlight first, the efficacy of ADI laboratory work in engaging pre-service primary teachers in argument and inquiry-based instructional practices, and second, in supporting understanding of and skills regarding argumentation given the significance of their role in promoting scientific literacy. Sun, 01 Jan 2023 00:00:00 GMT https://hdl.handle.net/20.500.12809/11069 2023-01-01T00:00:00Z https://hdl.handle.net/20.500.12809/11033 Uluslararası Çağdaş Eğitim Araştırmaları Kongresi bildiri özetleri kitabı Akpınar Dellal, Nevide; Yıldız, Özgür; Balkaya, Şengül 7. Uluslararası Çağdaş Eğitim Araştırmaları Kongresi 27-30 Eylül 2023 tarihleri arasında Muğla Sıtkı Koçman Üniversitesi (MSKÜ) Eğitim Fakültesi ve Çağdaş Eğitim Araştırmaları Derneği (CEAD) işbirliği ile, Muğla Sıtkı Koçman Üniversitesi’nde, Türkiye’de gerçekleştirilmiştir. Sun, 01 Jan 2023 00:00:00 GMT https://hdl.handle.net/20.500.12809/11033 2023-01-01T00:00:00Z https://hdl.handle.net/20.500.12809/11024 COVID-19 salgını sürecindeki uzaktan eğitim sistemi hakkında diş hekimliği fakültesi öğrencilerinin deneyimleri ve görüşleri Bağcı, Nuray; Taka, Kübra; Gündüz, Tuba; Peker, İlkay Objective: The aim of this study is to evaluate the experiences and opinions of the faculty of dentistry students about the impact of the COVID-19 pandemic on education, the innovations that can be made in the course content in the distance education system, the measurement/evaluati on, and the difficulties experienced in distance education. Methods: In this study, an online questionnaire was applied to the dental students. The survey consisted of 22 questions in total. The obtained data were compared between pre-clinical (first, second, and third grades) and clinical (fourth and fifth grades) students using the Pearson Chisquare test statistic. Results: A total of 170 students voluntarily participated in the study. Half (50%) of the participants reported that theoretical training was adversely affected during the COVID-19 pandemic, while almost all (99%) reported that practical training was adversely affected. Most of the participants stated that it would be beneficial to have many numbers of case videos (68%) and to transfer the procedures done to the patient via videoconference (77%) in the courses in the distance education system. Most of the participants reported that they did not have knowledge about three-dimensional simulation systems (76%). The answers given to some questions about the measurement/evaluation showed a statistically significant difference between pre-clinical and clinical students Sun, 01 Jan 2023 00:00:00 GMT https://hdl.handle.net/20.500.12809/11024 2023-01-01T00:00:00Z https://hdl.handle.net/20.500.12809/10963 Reflections of Urban Poverty on Education from the Perspectives of School Administrators Hoşgörür, Tuğba; Kizir, Mine; Sezer, Sergender; Korkut, Perihan; Kahya, Orhan; Karaca Evren, Mirace; Yıldırım, Kasım; Yesil, Eda This study aims to reveal the opinions of school administrators working in disadvantaged schools in Mugla city center (Mentese) about the reflections of urban poverty on education. The study was designed as a case study, one of the qualitative research models. The study group included 15 school administrators from three secondary schools and four primary schools in Mentese's disadvantaged neighborhoods. The data were obtained through face-to-face interviews with school administrators using the interview form developed by the researchers. Data were analyzed using descriptive analysis and content analysis. The results obtained from the research show that urban poor students may have risky behavioral patterns, they generally experience failures in academic terms, their parents cannot provide sufficient support for their education processes, the schools they attend have to cope with a lack of opportunities, and that this lack can create an obstacle to the support that can be provided to the urban poor children. Sun, 01 Jan 2023 00:00:00 GMT https://hdl.handle.net/20.500.12809/10963 2023-01-01T00:00:00Z