Nail ilhan

Inönü üniversitesi, Department of Mathematics & Science Education, Faculty Member

Kilis 7 Aralik University www.kilis.edu.tr, Department of Science Education, Faculty Member

Ataturk University, Department of Secondary Science & Mathematics Education, Post-Doc

Followers

172

Following

Co-authors

Public Views

I am PhD in science education with main interest in chemistry education. My research interests include science education, chemistry education, pre-school science education, primary school science education, teacher training. I focus on research about context-based teaching, evidence-based practice in education, affective factors in science education, interest and motivation in science, assessment and measurement, cognitive skills in science education, Skill based (context based) question, STEM Education.

I am conducting courses in the fields of science education at undergraduate and graduate levels, research methods, teaching methods, assessment and evaluation and STEM.
Supervisors: Prof. Dr. Ali Yıldırım
Address: Inonu University
Education of Faculty
Department of Mathematics and Science Education

Malatya/TURKİYE

E-mail: [email protected]

less

InterestsView All (12)

Uploads

Papers by Nail ilhan

Validity and reliability study of Turkish version of abbreviated science anxiety scale

Bayburt eğitim fakültesi dergisi, Jan 13, 2024

Fen Ve Teknoloji̇ Öğretmenleri̇ni̇n Eği̇ti̇m Araştirmalarini Taki̇p Etme, Anlama Ve Uygulamalarda Kullanma Düzeyleri̇: Erzurum Ve Erzi̇ncan Örneği̇

Kastamonu Üniversitesi Kastamonu Eğitim Dergisi, Jan 15, 2014

Ogretmenlerin genel olarak egitim arastirmalarindan uzak oldugu ve mevcut egitim arastirmalarinda... more Ogretmenlerin genel olarak egitim arastirmalarindan uzak oldugu ve mevcut egitim arastirmalarindan yeteri kadar faydalanmadiklari gibi konular egitim arastirmacilari tarafindan tartisilmaktadir. Egitimde yapilan arastirmalar ve uygulamalar arasinda bir kopukluk oldugu bilinmektedir. Bu calismada Fen ve Teknoloji ogretmenlerinin gorusleri alinarak ogretmenlerin egitim arastirmalarini takip edebilme durumlari, arastirma sonuclarini anlayabilme ve sinif uygulamalarinda kullanabilme durumlarinin belirlenmesi amaclanmistir. Arastirma nitel arastirma yaklasimina uygun olarak gerceklestirilmistir. Veriler yari yapilandirilmis mulakatlar yoluyla (bireysel ve odak grup gorusmesi) elde edilmistir. Calismanin orneklemini Erzurum ve Erzincan il, ilce ve koy okullarinda gorev yapan 80 Fen ve Teknoloji ogretmeni olusturmaktadir. Verilerin analizi, Nvivo yazilim programi yardimiyla, betimsel ve icerik analizi yontemleri kullanilarak yapilmistir. Arastirma sonuclarina gore ogretmenlerin cok azinin (%10) duzenli olarak egitim arastirmalarini takip ettikleri ortaya cikmistir. Ayrica egitim arastirmalarini takip eden ogretmenlerin arastirmalari anlamalarinda zorlandiklari ve mesleklerinde yeterince kullanamadiklari anlasilmistir.

Lise Öğrencilerinin Kimya Dersinde Öğretilen Birimler Hakkındaki Görüşleri ve Deneyimleri

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, Sep 1, 2007

Bu çalışma liselerde eğitim gören fen sınıflarındaki öğrencilerin kimya dersinde geçen birimler h... more Bu çalışma liselerde eğitim gören fen sınıflarındaki öğrencilerin kimya dersinde geçen birimler hakkındaki görüşlerini ve deneyimlerini belirlemek ve arasındaki ilişkiyi incelemek amacıyla yapılmıştır. Çalışmaya Erzurum'da beş lisenin fen bölümlerinde öğrenim gören toplam 201 öğrenci katılmıştır. 17 cümle bulunan anket hazırlanıp, bu öğrencilere uygulanmıştır. Genel olarak anket verileri değerlendirildiğinde; öğrenciler birimlerin önemli olduğunu ifade etmelerine rağmen, "sınavlarda birimler yazılmaz ise puan kesilmelidir" şeklindeki 4. cümleye öğrencilerin büyük çoğunluğu olumsuz cevap vermiştir.

Download

Evaluating interest in acids–bases: development of an acid–base interest scale (ABIS) and assessment of pre-service science teachers' interest

Chemistry Education. Research and Practice, 2017

Students are more likely to be successful in topics they are interested in than others. This stud... more Students are more likely to be successful in topics they are interested in than others. This study aims to develop an Acid–Base Interest Scale (ABIS) and subsequently evaluate the interest of pre-service science teachers in acids–bases according to gender, years at the university, type of high school the pre-service science teachers attended, and their relative success in the module General Chemistry II. Upon careful consideration of validity and reliability for the development of the ABIS, data were collected from 453 pre-service science teachers. The five-point Likert-type ABIS consisted of 26 items and entailed three factors (“Individual Interest”, “Interest in Theoretical Information”, and “Interest related to Daily Life”). Cronbach's alpha coefficient representing the reliability of the ABIS was 0.894. Once the reliability of the ABIS was ascertained, it was administered to 982 pre-service science teachers in eight public universities in Turkey. Of the potential determinants evaluated, gender and years at the university were found to be statistically significant, whereas the type of high school the pre-service science teachers attended and the grade achieved in module General Chemistry II failed to be statistically significant.

Ortaokul, Li̇se Ve Üni̇versi̇te Öğrenci̇leri̇ni̇n Fen Başarisi Beli̇rleyi̇ci̇leri̇

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, Sep 30, 2015

Bu calismada, farkli ogretim seviyelerindeki ogrencilerin algilarina dayali olarak fen derslerind... more Bu calismada, farkli ogretim seviyelerindeki ogrencilerin algilarina dayali olarak fen derslerinde ogrencilerin akademik basarilarini etkileyen faktorleri belirlemek amaclanmistir. Bu arastirma tarama turu arastirma yonteminde gerceklestirilmistir. Arastirmanin orneklemini Bartin, Hatay, Kilis ve Usak illerindeki 179 ortaokul, 128 lise ve 206 universite olmak uzere toplam 513 ogrenci olusturmaktadir. Veri toplama araci olarak Fen Basarisini Etkileyen Faktorler Anketi (FBEFA) adinda nitel bir olcek kullanilarak ogrencilerin fen basarisi uzerine etki eden faktorler hakkindaki goruslerinin belirlenmesi amaclanmistir. Elde edilen veriler icerik analizi yonteminden yararlanilarak cozumlenmistir. Calismada elde edilen kategorilere gore bulgular incelendiginde, ortaokul, lise ve universite duzeylerindeki ogrencilerin buyuk bir bolumunun fen basarisinda en onemli faktorlerin ogrenci merkezli, sonra ise ogretmen merkezli oldugunu ifade ettikleri belirlenmistir. Ogrencilerin fen basarisini etkileyen ilk on faktor ortaokul, lise ve universite duzeylerinde karsilastirmali olarak incelendiginde ise ortak faktorlerin; konu tekrari, deney yapmak ve ogretmenin ders anlatim yontem ve teknigi seklinde oldugu belirlenmistir.

Eğitim Araştırmalarına Yönelik Öğretmen Tutum Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

Batı anadolu eğitim bilimleri dergisi, Feb 1, 2013

Educational researches have been carried out by scientists in different subjects in order to impr... more Educational researches have been carried out by scientists in different subjects in order to improve the quality of education. On the other hand teachers are expected to apply the findings of this research results into practice. Teacher' attitudes towards education research are important in accepting the findings of education researches. The aim of this study was to develop "Teachers Attitude Scale Towards Educational Research (TASTER)" which is a Likert-type scale in order to determine teachers' attitudes towards educational research. Mixed research design has been utilized as the research method and data were obtained as both qualitative and quantitative means. The study sample was composed of 504 teachers. Steps in the development of TASTER are; establishment of theoretical framework; creation of item pool; getting the expert opinion; statistical analysis for reliability and validity. Item analysis, exploratory factor analysis, confirmatory factor analysis and reliability coefficient (Cronbach's alpha) were used in the development of TASTER. As a result of the study, three-factor structure of TASTER composed of 20 items were formed and the Cronbach's alpha reliability coefficient was calculated as 0.88.

Download

Science and Technology Teachers' Attitudes towards Educational Research in Turkey

Asia-Pacific Forum on Science Learning and Teaching, Jun 1, 2017

Introduction • Methodology • Findings • Conclusion, Discussion and Suggestions •

format_quoteScience and technology teachers have a mean positive attitude score of 3.82 towards educational research, according to the TASTER scale involving 918 participants.format_quote