Ebru Kaya
Dados Biográficos
| ID | 3983149 |
|---|---|
| NOME | Ebru Kaya |
| PRENOMES | Ebru |
| SOBRENOME | Kaya |
| ASSINATURA | KAYA E |
| AFILIAÇÕES | Bogaziçi University |
| ORCID | 0000-0001-8439-2395 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAÇÕES | 2 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2016 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Pre-service teachers’ perspectives on online learning and its challenges in higher education
The global crises such as COVID-19 pandemic, earthquakes, economic crises and other large-scale disruptions force higher education institutions worldwide to transition from face-to-face instruction to distance and virtual learning. This shift presents several pedagogical and practical challenges, including the effectiveness of online instruction, IT adoption, use of online learning platforms, and accessibility issues. Situated within the Educatio…
Turkish Science Teachers’ Views on Nature of Science
A Science Teacher’s Autoethnographic Reflections on Teaching Nature of Science
Comparison of Physics, Chemistry, and Biology Teachers’ Perceptions of Nature of Science and Domains of Science
Nature of science and domain-specificity
The paper investigates the coverage of nature of science (NOS) in different science subject curricula to understand how they emphasise various aspects of NOS across grade levels in secondary science education. Although various science curriculum analyses exist in the literature, there is a paucity of investigations that have combined the elements of domain-specificity and learning progression in relation to NOS curriculum content. Furthermore, a …
‘Transitions’
International clinical fellowships are essential in advancing research and disseminating knowledge globally. Despite the positive impact of international clinical fellowship, internationally educated clinical fellows (IEF) experience social, cultural, communication, personal and learning challenges as they transition to a new training in a different country. These challenges are well-described in the literature, and they increase IEFs' stress and…
Exploring the Inclusion of Nature of Science in Turkish Middle School Science Textbooks
Learning Science in Context
How is Students’ Understanding of Nature of Science Related with Their Metacognitive Awareness
Türkische Post Gazetesinin Gözünden Atatürk (1926-1938)
On dokuzuncu yüzyılın sonlarından itibaren gelişmeye başlayan Türk- Alman münasebetleri, tarihinin şahit olduğu en tahripkâr savaşlardan ilki olan Birinci Dünya Savaşı’nın ardından kesintiye uğramıştır. Bu kesinti 1924 yılında imzalanan Türk- Alman Dostluk Antlaşması’na kadar sürmüş, bu noktadan sonra iki ülke arasında revize dönemine girilmiştir. Bu dönemin sonuçlarından biri olarak meydana çıkan; Türkische Post (Türk Postası) gazetesi, 1926-194…
Fifth-grade students’ understanding of social-institutional aspects of science
This study is based on the Reconceptualised Family Resemblance Approach to Nature of Science (Kaya & Erduran, 2016 Kaya, E., & Erduran, S. (2016). From FRA to RFN, or how the Family Resemblance Approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(1115), 9–10. 1133 [Google Scholar]), which explains science as a cognitive, epistemic, and social-institutional system. A content analysis of Turkish …
How Do University Students Perceive the Nature of Science
Reconceptualised family resemblance approach to nature of science in pre-service science teacher education
A recent framework on nature of science (NOS) is the Family Resemblance Approach (FRA). FRA presents NOS as a cognitive-epistemic and social-institutional system with a set of categories: aims and values, scientific methods, scientific practices, scientific knowledge and social-institutional aspects of science. Although FRA has been problematised philosophically and its implications for science education have been considered by science educators,…
From FRA to RFN, or How the Family Resemblance Approach Can Be Transformed for Science Curriculum Analysis on Nature of Science
Scientific Argumentation and Deliberative Democracy
The article investigates how deliberative democracy is related to argumentation in school science. We use examples of political models of deliberative democracy to synthesize implications for argumentation in science teaching and learning. Some key questions guided our approach: How does democratic deliberation work and how does it relate to scientific argumentation? How might the principles and practices of deliberative democracy be used to faci…
Nature of science and domain-specificity
The paper investigates the coverage of nature of science (NOS) in different science subject curricula to understand how they emphasise various aspects of NOS across grade levels in secondary science education. Although various science curriculum analyses exist in the literature, there is a paucity of investigations that have combined the elements of domain-specificity and learning progression in relation to NOS curriculum content. Furthermore, a …
From FRA to RFN, or How the Family Resemblance Approach Can Be Transformed for Science Curriculum Analysis on Nature of Science
Scientific Argumentation and Deliberative Democracy
The article investigates how deliberative democracy is related to argumentation in school science. We use examples of political models of deliberative democracy to synthesize implications for argumentation in science teaching and learning. Some key questions guided our approach: How does democratic deliberation work and how does it relate to scientific argumentation? How might the principles and practices of deliberative democracy be used to faci…
Reconceptualised family resemblance approach to nature of science in pre-service science teacher education
A recent framework on nature of science (NOS) is the Family Resemblance Approach (FRA). FRA presents NOS as a cognitive-epistemic and social-institutional system with a set of categories: aims and values, scientific methods, scientific practices, scientific knowledge and social-institutional aspects of science. Although FRA has been problematised philosophically and its implications for science education have been considered by science educators,…
Fifth-grade students’ understanding of social-institutional aspects of science
This study is based on the Reconceptualised Family Resemblance Approach to Nature of Science (Kaya & Erduran, 2016 Kaya, E., & Erduran, S. (2016). From FRA to RFN, or how the Family Resemblance Approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(1115), 9–10. 1133 [Google Scholar]), which explains science as a cognitive, epistemic, and social-institutional system. A content analysis of Turkish …
How Do University Students Perceive the Nature of Science
Türkische Post Gazetesinin Gözünden Atatürk (1926-1938)
On dokuzuncu yüzyılın sonlarından itibaren gelişmeye başlayan Türk- Alman münasebetleri, tarihinin şahit olduğu en tahripkâr savaşlardan ilki olan Birinci Dünya Savaşı’nın ardından kesintiye uğramıştır. Bu kesinti 1924 yılında imzalanan Türk- Alman Dostluk Antlaşması’na kadar sürmüş, bu noktadan sonra iki ülke arasında revize dönemine girilmiştir. Bu dönemin sonuçlarından biri olarak meydana çıkan; Türkische Post (Türk Postası) gazetesi, 1926-194…
Exploring the Inclusion of Nature of Science in Turkish Middle School Science Textbooks
Learning Science in Context
How is Students’ Understanding of Nature of Science Related with Their Metacognitive Awareness
‘Transitions’
International clinical fellowships are essential in advancing research and disseminating knowledge globally. Despite the positive impact of international clinical fellowship, internationally educated clinical fellows (IEF) experience social, cultural, communication, personal and learning challenges as they transition to a new training in a different country. These challenges are well-described in the literature, and they increase IEFs' stress and…
Turkish Science Teachers’ Views on Nature of Science
A Science Teacher’s Autoethnographic Reflections on Teaching Nature of Science
Comparison of Physics, Chemistry, and Biology Teachers’ Perceptions of Nature of Science and Domains of Science
Nature of science and domain-specificity
The paper investigates the coverage of nature of science (NOS) in different science subject curricula to understand how they emphasise various aspects of NOS across grade levels in secondary science education. Although various science curriculum analyses exist in the literature, there is a paucity of investigations that have combined the elements of domain-specificity and learning progression in relation to NOS curriculum content. Furthermore, a …
Pre-service teachers’ perspectives on online learning and its challenges in higher education
The global crises such as COVID-19 pandemic, earthquakes, economic crises and other large-scale disruptions force higher education institutions worldwide to transition from face-to-face instruction to distance and virtual learning. This shift presents several pedagogical and practical challenges, including the effectiveness of online instruction, IT adoption, use of online learning platforms, and accessibility issues. Situated within the Educatio…
Psychology (12 obras) · Education and Critical Thinking Development (11 obras) · Educational Strategies and Epistemologies (11 obras) · Mathematics education (11 obras) · Pedagogy (11 obras) · Science education (11 obras) · Science Education and Pedagogy (11 obras) · Nature of Science (10 obras) · Sociology (8 obras) · Curriculum (6 obras)