Osman Nafiz Kaya
Biographic Data
| ID | 1604114 |
|---|---|
| NAME | Osman Nafiz Kaya |
| GIVEN NAMES | Osman Nafiz |
| FAMILY NAME | Kaya |
| SIGNATURE | KAYA O N |
| AFFILIATIONS | Usak University |
| ORCID | 0000-0002-7736-2179 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
A Case Study of Preservice Science Teachers' Enactment of Co‐Designed Formative Assessment Practices in a Chemistry Laboratory Setting
Previous studies have revealed that preservice science teachers (PSTs) require more robust and stimulating opportunities to engage with and reflect on formative assessment (FA) during teacher education. From a sociocultural‐asset perspective, 16 PSTs participated in a co‐design process with researchers, engaging in an iterative reasoning and development process of an FA‐embedded chemistry laboratory learning environment through the conjecture map…
Gathering Rich Data on Preservice Science Teachers' Pedagogical Content Knowledge Through Their Lesson Plans
The purpose of this study was to, first, examine the potential of lesson plans (LPs) of preservice science teachers (PSTs, N = 631) as a source for gathering rich data on their pedagogical content knowledge (PCK) and, second, qualitatively describe PSTs' reasons for the level of data richness in their LPs on PCK. PSTs' handwritten LPs were analyzed through an analytic rubric, and semi-structured interviews were conducted with 79 randomly selected…
Comparison of inclusive and traditional science classrooms
The purpose of this study was to examine the impact of inclusive versus traditional science classrooms on eighth-grade students’ attitudes towards science through mixed research design. A total of 121 students from four eighth-grade science classes participated in this study. The experimental group of students (N=61) learned a unit of structure of matter in inclusive science classrooms in which theory of multiple intelligences (MI) was used as a …
Teaching about ozone layer depletion in Turkey
The purpose of this study was to investigate the pedagogical content knowledge of Prospective Science Teachers (PSTs) on the topic of “ozone layer depletion.” In order to explore PSTs' subject matter knowledge on ozone layer depletion, they were given a form of multiple-choice test where they needed to write the reasons behind their answers. This test was completed by 140 PSTs in their final year at the College of Education. Individual interviews…
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Teaching about ozone layer depletion in Turkey
The purpose of this study was to investigate the pedagogical content knowledge of Prospective Science Teachers (PSTs) on the topic of “ozone layer depletion.” In order to explore PSTs' subject matter knowledge on ozone layer depletion, they were given a form of multiple-choice test where they needed to write the reasons behind their answers. This test was completed by 140 PSTs in their final year at the College of Education. Individual interviews…
Comparison of inclusive and traditional science classrooms
The purpose of this study was to examine the impact of inclusive versus traditional science classrooms on eighth-grade students’ attitudes towards science through mixed research design. A total of 121 students from four eighth-grade science classes participated in this study. The experimental group of students (N=61) learned a unit of structure of matter in inclusive science classrooms in which theory of multiple intelligences (MI) was used as a …
Gathering Rich Data on Preservice Science Teachers' Pedagogical Content Knowledge Through Their Lesson Plans
The purpose of this study was to, first, examine the potential of lesson plans (LPs) of preservice science teachers (PSTs, N = 631) as a source for gathering rich data on their pedagogical content knowledge (PCK) and, second, qualitatively describe PSTs' reasons for the level of data richness in their LPs on PCK. PSTs' handwritten LPs were analyzed through an analytic rubric, and semi-structured interviews were conducted with 79 randomly selected…
A Case Study of Preservice Science Teachers' Enactment of Co‐Designed Formative Assessment Practices in a Chemistry Laboratory Setting
Previous studies have revealed that preservice science teachers (PSTs) require more robust and stimulating opportunities to engage with and reflect on formative assessment (FA) during teacher education. From a sociocultural‐asset perspective, 16 PSTs participated in a co‐design process with researchers, engaging in an iterative reasoning and development process of an FA‐embedded chemistry laboratory learning environment through the conjecture map…
Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Science education (3 works) · Chemistry (2 works) · Science Education and Pedagogy (2 works) · Data collection (1 works) · Developmental psychology (1 works) · Education, Achievement, and Giftedness (1 works) · Educational Assessment and Improvement (1 works)