Fatma Yaman
Biographic Data
| ID | 5877174 |
|---|---|
| NAME | Fatma Yaman |
| GIVEN NAMES | Fatma |
| FAMILY NAME | Yaman |
| SIGNATURE | YAMAN F |
| AFFILIATIONS | Faculty of Education, Department of Science Education Yozgat Bozok University Turkey |
| ORCID | 0000-0002-4014-3028 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
A Longitudinal Study Examining the Role of Generative Laboratory Environments in the Utilization of Argument, Representation, and Reasoning
This study tracked pre‐service science teachers (PSTs) over 3 years as they completed required science courses (e.g., chemistry, biology and science and technology laboratory courses). The PSTs' use of argument, representations, and reasoning were examined (1) to determine the coherence within and between these and (2) examine the relationship between the use of these in relation to the degree to which the learning environment was generative. In …
Examining the link between oral and written reasoning within a generative learning environment: The impact of the Science Writing Heuristic approach
This study aims to investigate the relationship between written and oral reasoning in an undergraduate chemistry laboratory course as part of an argument-based inquiry approach, which is also a generative learning environment, known as the Science Writing Heuristic (SWH). The study employed the data-transformation variant of convergent design of mixed-method research. Data sources included 180 laboratory reports from nine Pre-service Science Teac…
Examining the interdependence in the growth of students' language and argument competencies in replicative and generative learning environments
Language and argument are epistemic tools that learners can use to help them generate and validate knowledge for themselves, as emphasized in NGSS and previous NRC reports. Not all learning environments elicit or support the use of these epistemic tools equally, thus affecting how students grow in competence in relation to their use. The present study examined growth in students' competencies in language and argument during one semester, with a c…
No prominent works on this page.
Examining the interdependence in the growth of students' language and argument competencies in replicative and generative learning environments
Language and argument are epistemic tools that learners can use to help them generate and validate knowledge for themselves, as emphasized in NGSS and previous NRC reports. Not all learning environments elicit or support the use of these epistemic tools equally, thus affecting how students grow in competence in relation to their use. The present study examined growth in students' competencies in language and argument during one semester, with a c…
Examining the link between oral and written reasoning within a generative learning environment: The impact of the Science Writing Heuristic approach
This study aims to investigate the relationship between written and oral reasoning in an undergraduate chemistry laboratory course as part of an argument-based inquiry approach, which is also a generative learning environment, known as the Science Writing Heuristic (SWH). The study employed the data-transformation variant of convergent design of mixed-method research. Data sources included 180 laboratory reports from nine Pre-service Science Teac…
A Longitudinal Study Examining the Role of Generative Laboratory Environments in the Utilization of Argument, Representation, and Reasoning
This study tracked pre‐service science teachers (PSTs) over 3 years as they completed required science courses (e.g., chemistry, biology and science and technology laboratory courses). The PSTs' use of argument, representations, and reasoning were examined (1) to determine the coherence within and between these and (2) examine the relationship between the use of these in relation to the degree to which the learning environment was generative. In …
Artificial Intelligence (3 works) · Computer Science (3 works) · Generative grammar (3 works) · Innovative Teaching and Learning Methods (3 works) · Mathematics education (3 works) · Psychology (3 works) · Science Education and Pedagogy (3 works) · Argument (complex analysis) (2 works) · Artificial Intelligence (2 works) · Chemistry (2 works)