Ali Cikmaz
Biographic Data
| ID | 9512533 |
|---|---|
| NAME | Ali Cikmaz |
| GIVEN NAMES | Ali |
| FAMILY NAME | Cikmaz |
| SIGNATURE | CIKMAZ A |
| AFFILIATIONS | University of Iowa Iowa City Iowa USA |
| ORCID | 0000-0001-7196-1085 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Interdependence of epistemic tool utilization within generative science classrooms
Learning within science classrooms is complex and requires students to utilize a range of epistemic tools. We examine the role of three epistemic tools—language, argument, and dialogical interactions—to explore the interdependence of such tools in these complex environments. Each of these tools has a particular knowledge base and associated practices which are independent from other tools. However, we believe there is a need to treat these three …
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…
Interdependence of epistemic tool utilization within generative science classrooms
Learning within science classrooms is complex and requires students to utilize a range of epistemic tools. We examine the role of three epistemic tools—language, argument, and dialogical interactions—to explore the interdependence of such tools in these complex environments. Each of these tools has a particular knowledge base and associated practices which are independent from other tools. However, we believe there is a need to treat these three …
Artificial Intelligence (2 works) · Computer Science (2 works) · Educational Strategies and Epistemologies (2 works) · Generative grammar (2 works) · Innovative Teaching and Learning Methods (2 works) · Mathematics education (2 works) · Psychology (2 works) · Science Education and Pedagogy (2 works) · Argument (complex analysis) (1 work) · Artificial Intelligence (1 work)