1. Gaye Defne Ceyhan Ebru Zeynep Muğaloğlu
Teachers’ ideas
about the benefits and challenges
of teaching climate change
through evidence-based thinking
Investigate science teachers’ ideas about teaching socio-scientific issues through evidence-based thinking
Gaye Defne Ceyhan Ebru Zeynep Muğaloğlu
ICEMST, May 2016

2. Outline
Results and Discussion
Method
Research questions
Model-evidence link diagram
Scientific practices and the national science curriculum in Turkey

3. Vision of National Science Curriculum in Turkey
Knowledge
Living things
Matter and change in matter
Physical events
Earth and Space
Skills
Scientific process skills
Life skills
-analytical thinking
- decision making
- creative thinking
- entrepreneurship
- communication
- team work
Science, technology, society, environment
Socioscientific issues
Nature of science
Science and technology
The contribution of science to society
Awareness on sustainable development
Science and career awareness
1 dakika_BRH-vizyon örtüştürmesi?

4. National Science curriculum in Turkey
Next Generation
Science Standards
National Science curriculum in Turkey
…Scientifically literate individuals have the basic information related to science and have the necessary scientific process skills. These individuals can make alternative explanations and produce solutions by using creative and analytical thinking skills… (MONE, 2013, s.1).
Anahtar kavramlar çalışması
(NRC, 2012, p. 45)

5. Benzene Ring Heuristic (BRH) (Erduran & Dagher, 2014)
Scientific practices and the objectives of science curriculum in Turkey
BRH-MOK vurgusu
Bunu nasıl öğreteceğiz
Benzene Ring Heuristic (BRH) (Erduran & Dagher, 2014)
…Understanding the scientific processes while scientists reach scientific knowledge (MONE, 2013, s.2)

6. Model-Evidence Link (MEL) Diagram
Model-Kanıt İlişki Şeması
Model-Evidence Link Diagram Project is supported by the National Science Foundation (NSF) under Grant No. DRL and is part of NSF’s Discovery Research K-12 (DRK-12) program that was developed by researchers at Temple University (Dr Doug Lombardi, Principal Investigator).

7. Sample evidence texts

8. Generating explanations & Rating plausibility
Model-Kanıt İlişki Açıklaması

9. Research questions What are the science teachers’ ideas about
the benefits of using MEL diagram?
the challanges of using MEL diagram?
the appropriateness of using MEL diagram into the science curriculum?

10. Participants 125 middle school science teachers
Working in public schools of an urban area in Turkey
Experience:
Degrees: 91 % have undergraduate degree
7 % have graduate degree
2 % have other degrees

11. Workshop & Feedback Time: 3 hours X 4 groups Aim: to be familiar with MEL diagram Design: interactive lecture + group activity + discussion
Introduce key terms
- Socioscientific issues
- Higher order thinking
- Scienrtific practices
Link the key terms with curriculum
Introduce and Use of Model-Evidence Link (MEL) Diagram
Discussion about the benefits and challenges of using MEL in science classrooms

12. Questions in the feedback form
What are the challenges and difficulties of using MEL Diagram?
What are the benefits of using MEL Diagram?
For which grades can we use MEL Diagram?
Neden?
Is it appropriate to use MEL Diagram in science classrooms?
How can we improve the design of MEL Diagrams?

13. Results - Benefits of using MEL Diagrams
47 %
Promote higher order thinking
29 %
Promote analytical thinking
18%
Help overcome misconceptions
13%
Promote critical thinking 9%
Promote creative thinking 8%
Promote the use of science process skills

14. Results - Challenges and difficulties of MEL Diagrams
Nned for time –concerns of teacher
Need for material: they claimed that they can develop MEL for different science topics
42 %
Need for time
13 %
Not applicable for all grades
10 %
Not applicable for all topics
8 %
Crowded classrooms
5 %
Need for material

15. Results - Appropriateness to the science curriculum

16. Why is MEL Diagram appropriate/not appropriate?
* Help students construct cause and effect relationship
* Make process evaluation
* Alternative explanations to socio-scientific issues
* Promote scientific argumentation
* Based on observations and experiments
* Courage for generating ideas * Requires critical thinking and questioning *Improves analyzing skills
Not appropriate
Normally yes, but not in our educational system.
Technically good but hard to implement because it requires higher-order thinking.
Must be adapted to middle school level.
Experiments can be better to teach

17. Results - Apropriety to the grade

18. Improving the design of the MEL Diagram
Concept cartoons
From easy to hard
More images
More evidence
Students may search for more evidences
More implementation with students at different grades
More implementation with teachers

19. Thanks for your attention
Questions?
Comments?
Contact: