scispace - formally typeset
Search or ask a question
Author

Dilek Ardac

Bio: Dilek Ardac is an academic researcher from Boğaziçi University. The author has contributed to research in topics: Educational technology & Argumentation theory. The author has an hindex of 6, co-authored 13 publications receiving 522 citations.

Papers
More filters
Journal ArticleDOI
TL;DR: For example, this paper found that students who received multimedia-based instruction that emphasized the molecular state of chemicals outperformed students from the regular instruction group in terms of the resulting test scores and the ease with which they could represent matter at the molecular level.
Abstract: The present study makes use of the capabilities of computerized environments to enable simultaneous display of molecular representations that correspond to observations at the macroscopic level. This study questions the immediate and long-term effects of using a multimedia instructional unit that integrates the macroscopic, symbolic, and molecular representations of chemical phenomena. Forty-nine eighth graders received either multimedia-based instruction that emphasized molecular representations (n = 16), or regular instruction (n = 33). Students who received multimedia-based instruction that emphasized the molecular state of chemicals outperformed students from the regular instruction group in terms of the resulting test scores and the ease with which they could represent matter at the molecular level. However, results relating to the long-term effects suggest that the effectiveness of a multimedia-based environment can be improved if instruction includes additional prompting that requires students to attend to the correspondence between different representations of the same phenomena. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 317–337, 2004

283 citations

Journal ArticleDOI
TL;DR: In this article, the authors present a case for the promotion of argumentation in science in preservice teacher education and present case studies of two Turkish teachers to illustrate how teachers structure lessons and support argumentation.
Abstract: The article presents a case for the promotion of argumentation in science in preservice teacher education. In recent years, argumentation has emerged as a significant goal for teaching and learning of science. As an important aspect of scientific inquiry, argumentation plays a role in the generation and justification of knowledge claims. The theoretical background on the role of argumentation is reviewed and an empirical study is reported on the ways in which teacher training can be supported in the use of argumentation in science classrooms. Case studies of two Turkish teachers are used to illustrate how teachers structure lessons and support argumentation in secondary science classrooms after a series of training sessions. Results indicate that the teachers incorporated those features of pedagogical strategies (e.g. group discussions and presentations) targeted by the training.

98 citations

Journal ArticleDOI
TL;DR: In this article, the effectiveness of visually enhanced instruction that emphasizes molecular representations was examined in terms of visual elaboration level (static and dynamic) and the presentation mode (whole class and individual).
Abstract: The study examines the effectiveness of visually enhanced instruction that emphasizes molecular representations Instructional conditions were specified in terms of the visual elaboration level (static and dynamic) and the presentation mode (whole class and individual) Fifty‐two eighth graders (age range 14–15 years) participated in one of the three instructional conditions (dynamic–individual, dynamic–whole class, and static–whole class) designed to improve molecular understanding on chemical change The results indicated significantly higher performance for students who used dynamic visuals compared with those who used static visuals Furthermore, students who used dynamic visuals on an individual basis were more consistent in their use of molecular representations compared with students who received whole‐class instruction with dynamic or static visuals The results favour the use of dynamic visuals (preferably on an individual basis) over static visuals when presenting molecular representations The

80 citations

Journal ArticleDOI
TL;DR: Although the students who received regular or guided computer-based instruction showed significant gains in content knowledge, students under unguided condition failed to construct the expected content knowledge.
Abstract: Computerized learning environments offer several possibilities that can be used to improve the teaching of content along with the process. Research indicates that students benefit from additional guidance, particularly when computer-based instruction requires active construction of knowledge. This study examines the relative effectiveness of guided versus unguided computer-based instruction with respect to regular instruction in improving content knowledge and process skills among students with low and high chemistry achievement levels. The results indicate that the effectiveness of computer-based instruction increases when learning is supported by teacher-directed guidance. Computer-based instruction (with or without guidance) was observed to be more effective than regular instruction in improving process skills particularly for students with high chemistry achievement. However, although the students who received regular or guided computer-based instruction showed significant gains in content knowledge, students under unguided condition failed to construct the expected content knowledge.

42 citations

Journal ArticleDOI
TL;DR: It is suggested that workability of design principles for multimedia instruction may depend on the nature of the task and characteristics of the learner.
Abstract: The present study examines how changes in the amount of on-screen text will influence student learning from a multimedia instructional unit on basic concepts of coordinate geometry The relative effectiveness of two different versions (short-text and whole-text) of the instructional unit was examined for students who differed in terms of their ability to remember symbolic units, symbolic systems and symbolic interpretations A total of 101 seventh graders were randomly assigned to work with either the whole-text or the short-text version Student gains were analyzed using pre-test, post-test and retention test scores Memory ability was assessed by the sub-tests of the Structure of Intellect-Learning Abilities Test Results indicated no significant differences between groups who worked with short-text and whole-text versions However retention scores of high and low memory groups who worked with the whole-text version showed significant differences The whole-text version was observed to favor students with high memory for symbolic implications Results suggest that workability of design principles for multimedia instruction may depend on the nature of the task and characteristics of the learner

18 citations


Cited by
More filters
01 Jan 2016
TL;DR: This experimental and quasi experimental designs for research aims to help people to cope with some infectious virus inside their laptop, rather than reading a good book with a cup of tea in the afternoon, but end up in malicious downloads.
Abstract: Thank you for reading experimental and quasi experimental designs for research. Maybe you have knowledge that, people have search numerous times for their favorite readings like this experimental and quasi experimental designs for research, but end up in malicious downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they cope with some infectious virus inside their laptop.

2,255 citations

Journal ArticleDOI
TL;DR: In this article, the authors investigated the teaching of argumentation in secondary science classrooms and found that teachers encourage a variety of processes involved in argumentation and encourage higher order processes in their teaching.
Abstract: The research reported in this study focuses on an investigation into the teaching of argumentation in secondary science classrooms. Over a one-year period, a group of 12 teachers from schools in the greater London area attended a series of workshops to develop materials and strategies to support the teaching of argumentation in scientific contexts. Data were collected at the beginning and end of the year by audio and video recording lessons where the teachers attempted to implement argumentation. To assess the quality of argumentation, analytical tools derived from Toulmin's argument pattern (TAP) were developed and applied to classroom transcripts. Analysis shows there was development in teachers' use of argumentation across the year. Results indicate that the pattern of use of argumentation is teacher-specific, as is the nature of change. To inform future professional development programmes, transcripts of five teachers, three showing a significant change and two no change, were analysed in more detail to identify features of teachers' oral contributions that facilitated and supported argumentation. The analysis showed that all teachers attempted to encourage a variety of processes involved in argumentation and that the teachers whose lessons included the highest quality of argumentation (TAP analysis) also encouraged higher order processes in their teaching. The analysis of teachers' facilitation of argumentation has helped to guide the development of in-service materials and to identify the barriers to learning in the professional development of less experienced teachers.

655 citations

Journal ArticleDOI
TL;DR: In this paper, a meta-analysis introduces a framework for inquiry-based teaching that distinguishes between cognitive features of the activity and degree of guidance given to students, which is used to code 37 experimental and quasi-experimental studies published between 1996 and 2006.
Abstract: Although previous meta-analyses have indicated a connection between inquiry-based teaching and improved student learning, the type of instruction characterized as inquiry based has varied greatly, and few have focused on the extent to which activities are led by the teacher or student. This meta-analysis introduces a framework for inquiry-based teaching that distinguishes between cognitive features of the activity and degree of guidance given to students. This framework is used to code 37 experimental and quasi-experimental studies published between 1996 and 2006, a decade during which inquiry was the main focus of science education reform. The overall mean effect size is .50. Studies that contrasted epistemic activities or the combination of procedural, epistemic, and social activities had the highest mean effect sizes. Furthermore, studies involving teacher-led activities had mean effect sizes about .40 larger than those with student-led conditions. The importance of establishing the validity of the tre...

573 citations

01 Jan 2013
TL;DR: In this article, a meta-analysis introduces a framework for inquiry-based teaching that distinguishes between cognitive features of the activity and degree of guidance given to students, which is used to code 37 experimental and quasi-experimental studies published between 1996 and 2006.
Abstract: Although previous meta-analyses have indicated a connection between inquiry-based teaching and improved student learning, the type of instruction characterized as inquiry based has varied greatly, and few have focused on the extent to which activities are led by the teacher or student. This meta-analysis introduces a framework for inquiry-based teaching that distinguishes between cognitive features of the activity and degree of guidance given to students. This framework is used to code 37 experimental and quasi-experimental studies published between 1996 and 2006, a decade during which inquiry was the main focus of science education reform. The overall mean effect size is .50. Studies that contrasted epistemic activities or the combination of procedural, epistemic, and social activities had the highest mean effect sizes. Furthermore, studies involving teacher-led activities had mean effect sizes about .40 larger than those with student-led conditions. The importance of establishing the validity of the treatment construct in meta-analyses is also discussed.

467 citations

Book ChapterDOI
01 Jan 2007
TL;DR: The authors argue that argumentation, in whatever sense it is conveyed, is an integral part of science and argue it should be integrated into science education, and present an overview of a line of research in science education whose main purpose has been exactly making argumentation a component of instruction and learning.
Abstract: Charles Darwin once described On the Origin of Species as “one long argument”. This sentence can be viewed as embodying several of the different dimensions of argumentation discussed in this book. On the one hand, it provides evidence, coming from someone with undisputable authority, on argument being an integral part of the construction of scientific knowledge. On the other hand, when applied to the outstanding piece of scientific thinking that is On the Origin of Species, the description combines two aspects of argumentation. The first aspect relates to the justification of knowledge claims, by marshalling converging lines of reasoning (see Kelly, Regev, & Prothero, this book), theoretical ideas and empirical evidence toward a claim. Darwin weaved together population theory from Malthus, or uniformitarianism from Lyell, with empirical data gathered in his voyage to Central and South America in his bold claim of the theory of natural selection. A second aspect of argumentation has to do with argumentation as persuasion, in Darwin’s case as an attempt to convince an audience, composed both of scientists and of the general public, that the animals and plants had changed, that the species living on Earth descended from other species instead of having being created all at a time. Darwin was well aware that the task of persuading his contemporaries was not an easy one, such awareness being one of the reasons for delaying the publication of his book for about twenty years. In fact a joint presentation by Darwin and Wallace in the Linnean Society in 1858 stirred little interest, and the president of the Society summarised the year as one that “has not indeed been marked by any of those striking discoveries which at once revolutionize science” (Beddall, 1968, pp 304–305). However, one year later, the publication of Darwin’s book launched a great controversy, corresponding yet to another aspect of argumentation, as debate among two parties with contrasting positions on a subject. Argumentation, in whatever sense it is conveyed, is an integral part of science and we argue it should be integrated into science education. In this chapter, we present an overview of a line of research in science education whose main purpose has been exactly such attempts to make argumentation a component of instruction and learning. Indeed the field on argumentation in science education has been receiving growing attention in recent years. Firstly we outline a rationale for why should we, teachers or science educators, promote argumentation in science classrooms. Second we discuss different meanings of argumentation and some

454 citations