Ongoing PhD theses in the learning sciences program

Ongoing PhD theses in the learning sciences program*

The Role of An Inquiry-Based Interactive Video Learning Environment on Developing Conceptual Progression of Energy
Erhan AKKILIK Advisor: Diler ÖNER; Co-advisor: Emine ADADAN
Along with the dramatic spread of coronavirus (COVID-19), most of the students find themselves confronted with the reality of a new school place, their own homes. To manage to learn from home, a well-designed and theory-informed multimedia learning environment can provide students opportunities to continue their education and learning from their own homes. In the design of effective learning environments, learning science is a promising discipline which focuses on the cognitive and social processes enabling students to develop deep understanding in both online and offline learning environments (Rieser & Tabak, 2014). Along with the technological advancements within the last two decades, the instructional tools that are used in learning environments and students’ learning experiences have changed dramatically in a way that multimedia resources have been started to be used in the learning environment designs and also in the classrooms of today (Sloan & Lewis, 2014). With the requirement for the students to reach instructional tools from their homes throughout any epidemic similar to the coronavirus pandemic and the need for a learning environment that fosters learning energy the current study will focus on the design of a multimedia instruction that supports the energy learning for Grade-7 students.

The Role of An Inquiry-Based Interactive Video Learning Environment on Developing Conceptual Progression of Energy

Erhan AKKILIK
Advisor: Diler ÖNER; Co-advisor: Emine ADADAN

Along with the dramatic spread of coronavirus (COVID-19), most of the students find themselves confronted with the reality of a new school place, their own homes. To manage to learn from home, a well-designed and theory-informed multimedia learning environment can provide students opportunities to continue their education and learning from their own homes. In the design of effective learning environments, learning science is a promising discipline which focuses on the cognitive and social processes enabling students to develop deep understanding in both online and offline learning environments (Rieser & Tabak, 2014). Along with the technological advancements within the last two decades, the instructional tools that are used in learning environments and students’ learning experiences have changed dramatically in a way that multimedia resources have been started to be used in the learning environment designs and also in the classrooms of today (Sloan & Lewis, 2014). With the requirement for the students to reach instructional tools from their homes throughout any epidemic similar to the coronavirus pandemic and the need for a learning environment that fosters learning energy the current study will focus on the design of a multimedia instruction that supports the energy learning for Grade-7 students.

Designing Inquiry Laboratories with Distributed Metacognitive Scaffolds to Progressively Improve Participation in Scientific Practices in Introductory Physics
Arif BÜYÜKSOLAK Advisor: Devrim Güven
Introductory physics courses in many institutions include lecture sessions and complementary laboratory sessions (Holmes and Wieman, 2018). These introductory physics’ laboratory tasks result in neither the improvement of students' science learning nor the students' use of scientific practices (Holmes and Wieman, 2018; Etkina et al., 2006; 2010). Metacognition is one of the important key points in active construction of meaning (Nathan and Sawyer, 2014). Quintana et al. (2004, p.338) stated that, when the learning tasks become more challenging, authentic and open-ended, students need important metacognitive skills. Furthermore, Steiner (2006; p.271) stated that “Success in college requires the development of self-regulated learning strategies that move beyond high school skills”. It has been repeatedly suggested in the literature of learning in science laboratories that improving metacognitive skills with a carefully designed inquiry-type laboratory can enable the students’ usage of scientific practices (Schraw, 1998; Edelson and Resier,2006; Linn, 2014) and improve student’s conceptual learning (NRC, 2000; Flavell, 1979; Gutwill and Allen, 2012; Schraw et al, 2006; Linn, 2014). In this study, scaffolding tools for metacognition used in science learning are refined, and integrated into laboratory sessions by considering distributed scaffolding strategies to facilitate introductory physics students’ engagement to the scientific practices.

Designing Inquiry Laboratories with Distributed Metacognitive Scaffolds to Progressively Improve Participation in Scientific Practices in Introductory Physics

Arif BÜYÜKSOLAK
Advisor: Devrim Güven

Introductory physics courses in many institutions include lecture sessions and complementary laboratory sessions (Holmes and Wieman, 2018). These introductory physics’ laboratory tasks result in neither the improvement of students' science learning nor the students' use of scientific practices (Holmes and Wieman, 2018; Etkina et al., 2006; 2010). Metacognition is one of the important key points in active construction of meaning (Nathan and Sawyer, 2014). Quintana et al. (2004, p.338) stated that, when the learning tasks become more challenging, authentic and open-ended, students need important metacognitive skills. Furthermore, Steiner (2006; p.271) stated that “Success in college requires the development of self-regulated learning strategies that move beyond high school skills”. It has been repeatedly suggested in the literature of learning in science laboratories that improving metacognitive skills with a carefully designed inquiry-type laboratory can enable the students’ usage of scientific practices (Schraw, 1998; Edelson and Resier,2006; Linn, 2014) and improve student’s conceptual learning (NRC, 2000; Flavell, 1979; Gutwill and Allen, 2012; Schraw et al, 2006; Linn, 2014). In this study, scaffolding tools for metacognition used in science learning are refined, and integrated into laboratory sessions by considering distributed scaffolding strategies to facilitate introductory physics students’ engagement to the scientific practices.

Design of an Online Teacher Professional Development Program for Early Literacy with Problem-based Learning Principles
Nıvart Karin ATAOĞLU Advisor: Nalan BABÜR; Co-advisor: Belma HAZNEDAR
Teacher professional development (PD) is one of the key components of educational improvement. Effective teacher PD programs are found to be closely connected to classroom practices and involve the teacher communities of learners collaborating to develop professional knowledge (Borko et al., 2010; Chan & van Aalst, 2006). Problem-based learning (PBL) is a learner-centered approach compatible with the effective PD features. During PBL experiences knowledge is constructed in collaboration while working as a community of learners in searching solutions to authentic, ill-structured problems (Lu et al., 2014; Savery & Duffy, 1995). Research show that teachers lack some of the essential knowledge to assess and teach reading to struggling readers (Baydık, 2012; Doğan, 2013; Washburn et al., 2011) and PD programs can be effective in improving teacher knowledge to differentiate reading instruction for students with reading difficulties (Al Otaiba et al., 2016; Aydın & Kartal, 2017; Podhajski et al., 2009; Valiandes & Neophytou, 2018). In this study (1) an online teacher PD program for early literacy instruction and (2) an online learning environment embedding this teacher PD will be designed. The problem-based learning approach and principles will be used in the design of the PD. Design-based research will be used to conduct the research because the purpose is to design and test the efficiency of the PD program in a naturalistic context and refine it through iterations. The participants will be kindergarten, first and second grade teachers.

Design of an Online Teacher Professional Development Program for Early Literacy with Problem-based Learning Principles

Nıvart Karin ATAOĞLU
Advisor: Nalan BABÜR; Co-advisor: Belma HAZNEDAR

Teacher professional development (PD) is one of the key components of educational improvement. Effective teacher PD programs are found to be closely connected to classroom practices and involve the teacher communities of learners collaborating to develop professional knowledge (Borko et al., 2010; Chan & van Aalst, 2006). Problem-based learning (PBL) is a learner-centered approach compatible with the effective PD features. During PBL experiences knowledge is constructed in collaboration while working as a community of learners in searching solutions to authentic, ill-structured problems (Lu et al., 2014; Savery & Duffy, 1995). Research show that teachers lack some of the essential knowledge to assess and teach reading to struggling readers (Baydık, 2012; Doğan, 2013; Washburn et al., 2011) and PD programs can be effective in improving teacher knowledge to differentiate reading instruction for students with reading difficulties (Al Otaiba et al., 2016; Aydın & Kartal, 2017; Podhajski et al., 2009; Valiandes & Neophytou, 2018). In this study (1) an online teacher PD program for early literacy instruction and (2) an online learning environment embedding this teacher PD will be designed. The problem-based learning approach and principles will be used in the design of the PD. Design-based research will be used to conduct the research because the purpose is to design and test the efficiency of the PD program in a naturalistic context and refine it through iterations. The participants will be kindergarten, first and second grade teachers.

Designing A Teacher Learning Community For Early Childhood Teachers To Support Their Self-Awareness And Self-Management Skills
Fetiye ERBİL Advisor: Mine GÖL-GÜVEN
This research aims to design a solution to a relevant educational problem; teachers lacking sustainable and context-specific professional development programs or learning environments to support their own social emotional skills (SEL) so that they can model these competencies for children and create warm and supportive classrooms for them to thrive. For this aim, a teacher learning community will be designed for early childhood education teachers to enhance their self-awareness and self-management SEL skills. The study adopts a design-based research approach in which a teacher professional development program will be built and implemented in three separate modules focusing on teachers’ emotion knowledge, self-efficacy, and self and co-regulation of emotions. The learning environment will be built based on the principles of adult and teacher learning; so it will be collaborative, situated, reflective. The participants of the study will be early childhood teachers in a municipality-based early childhood education center in Istanbul. There will be 2 iterations over 2-years with phases of analysis and exploration, design and construction, and evaluation and reflection. By participating in the creation and implementation of the program and the learning environment, it is aimed that teachers will have developed their collaboration, self and co-reflection skills for own and colleagues’ learning along with their SEL skills. Activities, tasks, curriculum of the teacher professional development program and design principles will be developed, implemented, refined and rebuilt as outcomes of the study.

Designing A Teacher Learning Community For Early Childhood Teachers To Support Their Self-Awareness And Self-Management Skills

Fetiye ERBİL
Advisor: Mine GÖL-GÜVEN

This research aims to design a solution to a relevant educational problem; teachers lacking sustainable and context-specific professional development programs or learning environments to support their own social emotional skills (SEL) so that they can model these competencies for children and create warm and supportive classrooms for them to thrive. For this aim, a teacher learning community will be designed for early childhood education teachers to enhance their self-awareness and self-management SEL skills. The study adopts a design-based research approach in which a teacher professional development program will be built and implemented in three separate modules focusing on teachers’ emotion knowledge, self-efficacy, and self and co-regulation of emotions. The learning environment will be built based on the principles of adult and teacher learning; so it will be collaborative, situated, reflective. The participants of the study will be early childhood teachers in a municipality-based early childhood education center in Istanbul. There will be 2 iterations over 2-years with phases of analysis and exploration, design and construction, and evaluation and reflection. By participating in the creation and implementation of the program and the learning environment, it is aimed that teachers will have developed their collaboration, self and co-reflection skills for own and colleagues’ learning along with their SEL skills. Activities, tasks, curriculum of the teacher professional development program and design principles will be developed, implemented, refined and rebuilt as outcomes of the study.

Enhancing Children’s Executive Functions through Dialogic Reading Experiences at Home
Merve ÖZÜNLÜ Advisor: Ayşegül METİNDOĞAN
This study is proposed as a design-based research including multiple phases. The aim is to support children’s executive function skills, through the design of a home-based dialogic reading program, because dialogic reading experiences provide an authentic and meaningful context for children’s learning and development. The program would lead to positive change in children’s executive functions, by supporting the underlying mechanisms of these skills. Within this regard, it is also expected that the program will increase the quality of parent-child relationships and support children’s language competence. These outcomes, when considered jointly, are expected to increase the self-regulation skills of children. The first phase is an exploratory study is to get in-depth information about the context and learners. Within this phase, the researcher will conduct non-participant observations to get initial data on parents’ book reading practices with their children. Also, the researcher will take participating parents’ and children’s opinions about their book reading practices at home. This phase will inform the second phase of the study. Based on data from the first phase, related literature, and theories, the program will be designed with the collaboration of the researcher, the thesis advisor, and the participating parents in the second phase. Then participating parents will attend parent training program. Parents, who attended the training program will implement dialogic reading activities with their children at home. The program implementation process of parents and children’s learning processes will be assessed by both qualitative and quantitative data collection methods. The researcher and the participating parents will share responsibility in implementing learning activities of the program. Because this is a collaborative design and implementation process. Lastly, in the third phase, the researcher will conduct post field research to see the effects of the designed program and to make revisions on it.

Enhancing Children’s Executive Functions through Dialogic Reading Experiences at Home

Merve ÖZÜNLÜ
Advisor: Ayşegül METİNDOĞAN

This study is proposed as a design-based research including multiple phases. The aim is to support children’s executive function skills, through the design of a home-based dialogic reading program, because dialogic reading experiences provide an authentic and meaningful context for children’s learning and development. The program would lead to positive change in children’s executive functions, by supporting the underlying mechanisms of these skills. Within this regard, it is also expected that the program will increase the quality of parent-child relationships and support children’s language competence. These outcomes, when considered jointly, are expected to increase the self-regulation skills of children. The first phase is an exploratory study is to get in-depth information about the context and learners. Within this phase, the researcher will conduct non-participant observations to get initial data on parents’ book reading practices with their children. Also, the researcher will take participating parents’ and children’s opinions about their book reading practices at home. This phase will inform the second phase of the study. Based on data from the first phase, related literature, and theories, the program will be designed with the collaboration of the researcher, the thesis advisor, and the participating parents in the second phase. Then participating parents will attend parent training program. Parents, who attended the training program will implement dialogic reading activities with their children at home. The program implementation process of parents and children’s learning processes will be assessed by both qualitative and quantitative data collection methods. The researcher and the participating parents will share responsibility in implementing learning activities of the program. Because this is a collaborative design and implementation process. Lastly, in the third phase, the researcher will conduct post field research to see the effects of the designed program and to make revisions on it.

Developing Proof-Based Geometry Lessons for Middle School Students
Melek PESEN Advisor: Emine ERKTİN
Even though proof is regarded as the core of mathematics and the standards for learning mathematics emphasize reasoning and proof strongly, it is viewed as a challenging endeavor among learners, and they experience difficulties while constructing proofs. Students’ late exposure to proof concepts and teachers’ need for instructional support necessitate an early introduction of proof concepts through supporting teacher practices. Developing students’ proof skills has been studied both theoretically and empirically in the literature. These studies had different perspectives, focused on limited number of dimensions, and each contributed to distinct aspects of development of proof skills. There is a need for understanding factors contributing to attainment of proof related skills in real classroom environment in prolonged investigations. Hence, it is aimed to investigate middle school students’ proof competencies and facilitate students’ transition to proof through developing and guiding teacher practices in geometry lessons. The study will provide empirical and theoretical grounds to improve students’ proof competencies through an early intervention design as the relevant literature suggested. Including practitioner’s collaboration and considering cognitive, social, and environmental factors altogether are expected to provide a holistic view and bring insights on how to develop students’ proof competencies in practice and in theory.

Developing Proof-Based Geometry Lessons for Middle School Students

Melek PESEN
Advisor: Emine ERKTİN

Even though proof is regarded as the core of mathematics and the standards for learning mathematics emphasize reasoning and proof strongly, it is viewed as a challenging endeavor among learners, and they experience difficulties while constructing proofs. Students’ late exposure to proof concepts and teachers’ need for instructional support necessitate an early introduction of proof concepts through supporting teacher practices. Developing students’ proof skills has been studied both theoretically and empirically in the literature. These studies had different perspectives, focused on limited number of dimensions, and each contributed to distinct aspects of development of proof skills. There is a need for understanding factors contributing to attainment of proof related skills in real classroom environment in prolonged investigations. Hence, it is aimed to investigate middle school students’ proof competencies and facilitate students’ transition to proof through developing and guiding teacher practices in geometry lessons. The study will provide empirical and theoretical grounds to improve students’ proof competencies through an early intervention design as the relevant literature suggested. Including practitioner’s collaboration and considering cognitive, social, and environmental factors altogether are expected to provide a holistic view and bring insights on how to develop students’ proof competencies in practice and in theory.

Individualized Second Language Vocabulary Learning Through a Collaborative Multimedia Platform: A Design-Based Research
Gökhan ÖZKAN (completed) Advisor: Ersoy ERDEMİR
Incorporation of computer-assisted language learning applications into learning environments through collaborative learning management systems embedded in a hybrid/native mobile app is the subject of this research to apply, evaluate, and improve adult English as Foreign Language (EFL) learners’ digital language learning experiences. This design-based research aims to disseminate the best practice of an existing progressive web app (PWA) solution by converting it into hybrid/native versions for wider use of adult EFL learners around the world. Prior to the dissemination step of the research, exploratory study to conduct context analysis was carried out to inform learning environment (Phase I) in analysis step. In addition, worldwide language learning apps and platforms were examined, analyzed, and mapped within the scope of ‘Cost European Cooperation in Science and Technology Action’ to form the pattern of the features of the recent worldwide digital language learning solutions (Phase II). In analysis step, the effectiveness of individualized strategy aid through prompts instead of conventional comprehension exercises was examined (Phase III) and research fostering the strategy use by prioritizing the cognitive steps as facilitators was designed to address the critical gap of considering individualized variables in e-learning solutions (Phase IV). In the development stage of the research, the concept of digital language learning and adult EFL learners is planned to be introduced to a transformative solution of innovative hybrid learning environment existing in all digital platforms.

Individualized Second Language Vocabulary Learning Through a Collaborative Multimedia Platform: A Design-Based Research

Gökhan ÖZKAN (completed)
Advisor: Ersoy ERDEMİR

Incorporation of computer-assisted language learning applications into learning environments through collaborative learning management systems embedded in a hybrid/native mobile app is the subject of this research to apply, evaluate, and improve adult English as Foreign Language (EFL) learners’ digital language learning experiences. This design-based research aims to disseminate the best practice of an existing progressive web app (PWA) solution by converting it into hybrid/native versions for wider use of adult EFL learners around the world. Prior to the dissemination step of the research, exploratory study to conduct context analysis was carried out to inform learning environment (Phase I) in analysis step. In addition, worldwide language learning apps and platforms were examined, analyzed, and mapped within the scope of ‘Cost European Cooperation in Science and Technology Action’ to form the pattern of the features of the recent worldwide digital language learning solutions (Phase II). In analysis step, the effectiveness of individualized strategy aid through prompts instead of conventional comprehension exercises was examined (Phase III) and research fostering the strategy use by prioritizing the cognitive steps as facilitators was designed to address the critical gap of considering individualized variables in e-learning solutions (Phase IV). In the development stage of the research, the concept of digital language learning and adult EFL learners is planned to be introduced to a transformative solution of innovative hybrid learning environment existing in all digital platforms.

Designing a Professional Development Model for Supporting Primary and Middle School Teachers’ Data-Informed Decision-Making
Beyza İNCEÇAM Advisor: Emine Erktin
Data-informed decision-making [DIDM] is a complex and non-linear process that deals with a wide array of data to transform and adjust the authentic classroom practices of teachers. It requires teachers to identify a problem of practice, pose meaningful questions and sense-making as engaging with data, act and reflect while simultaneously combining their pedagogy and data skills. However, adopting various types of data, such as teaching and learning analytics [LA], or accessing, collecting, analyzing and interpreting data from different teaching modalities (traditional classroom or technology-enhanced earning environments) may be challenging for teachers. Thus, teachers need assistance to be data literate to make instructional decisions. In this context, this design-based research [DBR] aims to create a community of practice [CoP]-based professional development [PD] for primary and middle school teachers by introducing them with key concepts and implementations of learning analytics as an extension of data science. The study will be conducted in three phases as analysis and exploration, design and construction, with evaluation and reflection, and completed in two iterations. For the first iteration, to define teachers’ needs in data use, semi-structured one-on-one and focus group interviews and classroom observations will be conducted. Also, to understand the DIDM, a model that predicts data literacy with several variables (teaching experience, ICT literacy, self-efficacy and anxiety about DIDM) will be constructed. Based on the field work, literature review and empirical results from the statistical model, the design principles will be emerged for the PD and the communities will be created to implement the design. To evaluate the first iteration, in addition to collecting teacher artefacts and keeping a researcher diary, classroom observations, focus group interviews and pre-mid-posttest of data literacy will be conducted. The findings of the first iteration will be used to design second iteration.

Designing a Professional Development Model for Supporting Primary and Middle School Teachers’ Data-Informed Decision-Making

Beyza İNCEÇAM
Advisor: Emine Erktin

Data-informed decision-making [DIDM] is a complex and non-linear process that deals with a wide array of data to transform and adjust the authentic classroom practices of teachers. It requires teachers to identify a problem of practice, pose meaningful questions and sense-making as engaging with data, act and reflect while simultaneously combining their pedagogy and data skills. However, adopting various types of data, such as teaching and learning analytics [LA], or accessing, collecting, analyzing and interpreting data from different teaching modalities (traditional classroom or technology-enhanced earning environments) may be challenging for teachers. Thus, teachers need assistance to be data literate to make instructional decisions. In this context, this design-based research [DBR] aims to create a community of practice [CoP]-based professional development [PD] for primary and middle school teachers by introducing them with key concepts and implementations of learning analytics as an extension of data science. The study will be conducted in three phases as analysis and exploration, design and construction, with evaluation and reflection, and completed in two iterations. For the first iteration, to define teachers’ needs in data use, semi-structured one-on-one and focus group interviews and classroom observations will be conducted. Also, to understand the DIDM, a model that predicts data literacy with several variables (teaching experience, ICT literacy, self-efficacy and anxiety about DIDM) will be constructed. Based on the field work, literature review and empirical results from the statistical model, the design principles will be emerged for the PD and the communities will be created to implement the design. To evaluate the first iteration, in addition to collecting teacher artefacts and keeping a researcher diary, classroom observations, focus group interviews and pre-mid-posttest of data literacy will be conducted. The findings of the first iteration will be used to design second iteration.

Development Of A Measure Of Physics Teachers’ Pedagogical Content Knowledge
Havva SAĞLAM Advisor: Serkan ÖZEL; Co-Advisor: Sevda YARDELEN-DAMAR
Pedagogical content knowledge (PCK) is a key variable that influence a variety of outcomes such as classroom instruction and student outcomes. In this regard, description and measurement of PCK is particularly important. Although there are numerous research studies that qualitatively assess teachers’ PCK, studies that quantitatively assess teachers’ PCK are rare. Moreover, most of the quantitative studies that assess science teachers’ PCK are developed in the field of biology. Thus, there is a need to develop instruments that quantitatively measure physics teachers’ PCK. In this regard, this study aims to develop a test that measures in service physics teachers’ PCK of a specific topic. The test development process consists of several phases such as development of the initial version of the test, pilot testing, conducting cognitive interviews, revision of the test items and the final implementation of the test. The validity of the test will be evaluated by considering content validity and construct validity. The content validity of the test will be checked by consulting experts. The construct validity of the test will be ensured by comparing PCK test scores of teachers from different subjects (e.g., math or chemistry) as well as degrees (e.g., pre-service). Furthermore, item response theory will be used to analyze test scores. Finally, interrelations between PCK test scores and conceptions of teaching will be also investigated for validation purposes.

Development Of A Measure Of Physics Teachers’ Pedagogical Content Knowledge

Havva SAĞLAM
Advisor: Serkan ÖZEL; Co-Advisor: Sevda YARDELEN-DAMAR

Pedagogical content knowledge (PCK) is a key variable that influence a variety of outcomes such as classroom instruction and student outcomes. In this regard, description and measurement of PCK is particularly important. Although there are numerous research studies that qualitatively assess teachers’ PCK, studies that quantitatively assess teachers’ PCK are rare. Moreover, most of the quantitative studies that assess science teachers’ PCK are developed in the field of biology. Thus, there is a need to develop instruments that quantitatively measure physics teachers’ PCK. In this regard, this study aims to develop a test that measures in service physics teachers’ PCK of a specific topic. The test development process consists of several phases such as development of the initial version of the test, pilot testing, conducting cognitive interviews, revision of the test items and the final implementation of the test. The validity of the test will be evaluated by considering content validity and construct validity. The content validity of the test will be checked by consulting experts. The construct validity of the test will be ensured by comparing PCK test scores of teachers from different subjects (e.g., math or chemistry) as well as degrees (e.g., pre-service). Furthermore, item response theory will be used to analyze test scores. Finally, interrelations between PCK test scores and conceptions of teaching will be also investigated for validation purposes.

Development of Students’ Written Arguments on Socio-scientific Issues With Scaffolded Peer Feedback
Özge DAL Advisor: Devrim GÜVEN
In this doctoral study, how peer feedback improves the quality of students’ written arguments on socio- scientific issues will be investigated. The study will be conducted as a design based study with two design cycles. Within the scope of the study, student groups will create written arguments on a socio-scientific issue and revise their arguments after receiving peer feedback. 22 students in 8th grade science lesson will participate in the study and the implementation will take eight months since the socio-scientific issues will be mostly covered at the ends of sequential science units. In each cycle of the design, students will be provided with SSI texts, written argument tools and peer feedback rubrics. In the first cycle of the design, student groups will create written arguments on three different socio-scientific issues in two months. Each written argument creation will continue with providing peer feedback to other groups based on argument evaluation criteria. Based on the data of the first design cycle, the improvement in the epistemic depth of the arguments and peer feedback will be analyzed. Additionally, what feedback givers pay attention to in arguments while they give feedback, and how feedback receivers change their arguments based on the feedback they receive will also be examined qualitatively. Following the analysis of the data of first cycle, peer feedback and written argument tools will be evaluated and revised. In the second cycle of design, students will give peer feedback to each other with revised tools. Variations of scaffolding will be embodied in the design with the purpose of creating higher quality arguments.

Development of Students’ Written Arguments on Socio-scientific Issues With Scaffolded Peer Feedback

Özge DAL
Advisor: Devrim GÜVEN

In this doctoral study, how peer feedback improves the quality of students’ written arguments on socio- scientific issues will be investigated. The study will be conducted as a design based study with two design cycles. Within the scope of the study, student groups will create written arguments on a socio-scientific issue and revise their arguments after receiving peer feedback. 22 students in 8th grade science lesson will participate in the study and the implementation will take eight months since the socio-scientific issues will be mostly covered at the ends of sequential science units. In each cycle of the design, students will be provided with SSI texts, written argument tools and peer feedback rubrics. In the first cycle of the design, student groups will create written arguments on three different socio-scientific issues in two months. Each written argument creation will continue with providing peer feedback to other groups based on argument evaluation criteria. Based on the data of the first design cycle, the improvement in the epistemic depth of the arguments and peer feedback will be analyzed. Additionally, what feedback givers pay attention to in arguments while they give feedback, and how feedback receivers change their arguments based on the feedback they receive will also be examined qualitatively. Following the analysis of the data of first cycle, peer feedback and written argument tools will be evaluated and revised. In the second cycle of design, students will give peer feedback to each other with revised tools. Variations of scaffolding will be embodied in the design with the purpose of creating higher quality arguments.

Understanding and Supporting Children’s Play in a Preschool Classroom: Choice, Agency, and Control
Gizem ALVAN Advisor: Mine Göl GÜVEN
Play is natural to children’s existence in the learning environment (Arnott, 2018). There is a critical role of play in enhancing children’s overall development with experiences of choice and developing autonomy (King & Howard, 2016). Play also provides an opportunity for children to use their agency while negotiating the balance between the self and the others (Arnott, 2018). The study’s aim has two folds. First, to understand children’s authentic play mechanisms. Second, to provide guidance to the teachers to support children’s play to turn it into a space for children to perform their agentic self. Align with the purpose of the current case study, children’s negotiating their agency within their peer groups during play will be explored through Mosaic Approach by Clark (2010). In the current study, basic tenets of self-determination theory (SDT) will provide a framework to understand children’s experiences in play, and their relationship dynamics with peers and teachers in the preschool environment. (Deci & Ryan, 2000). Also, Critical Pedagogy framework will be used to make sense of the agentic stance of children considering power relations and hierarchy among children and adults (Kincheloe, 2008). Two folds of the case study include describing play from children’s experiences and secondly empowerment strategies will be developed to support children's play by implementing the Mosaic approach techniques with children in one dimension and empowering teachers and creating collaborative relationships with two classroom teachers in the second dimension. Overall findings aim to provide a child- centered perspective to play and empowerment strategies for children’s choice, agency, and control within play.

Understanding and Supporting Children’s Play in a Preschool Classroom: Choice, Agency, and Control

Gizem ALVAN
Advisor: Mine Göl GÜVEN

Play is natural to children’s existence in the learning environment (Arnott, 2018). There is a critical role of play in enhancing children’s overall development with experiences of choice and developing autonomy (King & Howard, 2016). Play also provides an opportunity for children to use their agency while negotiating the balance between the self and the others (Arnott, 2018). The study’s aim has two folds. First, to understand children’s authentic play mechanisms. Second, to provide guidance to the teachers to support children’s play to turn it into a space for children to perform their agentic self. Align with the purpose of the current case study, children’s negotiating their agency within their peer groups during play will be explored through Mosaic Approach by Clark (2010). In the current study, basic tenets of self-determination theory (SDT) will provide a framework to understand children’s experiences in play, and their relationship dynamics with peers and teachers in the preschool environment. (Deci & Ryan, 2000). Also, Critical Pedagogy framework will be used to make sense of the agentic stance of children considering power relations and hierarchy among children and adults (Kincheloe, 2008). Two folds of the case study include describing play from children’s experiences and secondly empowerment strategies will be developed to support children's play by implementing the Mosaic approach techniques with children in one dimension and empowering teachers and creating collaborative relationships with two classroom teachers in the second dimension. Overall findings aim to provide a child- centered perspective to play and empowerment strategies for children’s choice, agency, and control within play.

Examining Design Cognition in an Authentic Learning Environment for Design Thinking
Zeynep AYKUL Advisor: Diler Öner; Co-advisor: Mutlu Şen-AKBULUT
The growing discrepancy between the skills fostered in higher education and the evolving needs of the industry, accentuated by the unpredictability introduced by AI tools, has emerged as a substantial challenge (AAC&U, 2021; Benhayoun et al., 2021; Edmondson, 2016). This study posits the integration of design thinking (DT) into higher education curricula as a remedy. DT is a human-centric methodology that emphasizes creativity, interdisciplinary collaboration, and iterative problem-solving (Brown, 2008; IDEO U, 2023). It aims to endow individuals with transferable and adaptable skills crucial for navigating a dynamic job market. Design cognition, integral to DT, encompasses cognitive skills such as problem-solving, decision-making, evaluation, and abductive reasoning (Garbuio & Lin, 2020; Hay et al., 2020). This research employs a case study approach to scrutinize the evolution of design cognition among higher education students within an authentic learning environment (ALE) where DT principles are applied to tackle real-world issues (Yin, 2018; Stake, 1995). The study examines how teams, distinguished by varied characteristics, manifest design cognition with associated skills during the design process. Data for the study are derived from multiple sources, including course session recordings, team session recordings, digital boards, reflection forms, and design artifacts. Content analysis and epistemic network analysis are utilized for data examination, aiming to discern patterns and associations pertinent to the development of design cognition (Krippendorff, 2018; Charmaz, 2014). In conclusion, this research endeavors to enrich the understanding of the effective integration of DT and design cognition in higher education, thereby addressing the skills gap and equipping graduates for future professional challenges.

Examining Design Cognition in an Authentic Learning Environment for Design Thinking

Zeynep AYKUL
Advisor: Diler Öner; Co-advisor: Mutlu Şen-AKBULUT

The growing discrepancy between the skills fostered in higher education and the evolving needs of the industry, accentuated by the unpredictability introduced by AI tools, has emerged as a substantial challenge (AAC&U, 2021; Benhayoun et al., 2021; Edmondson, 2016). This study posits the integration of design thinking (DT) into higher education curricula as a remedy. DT is a human-centric methodology that emphasizes creativity, interdisciplinary collaboration, and iterative problem-solving (Brown, 2008; IDEO U, 2023). It aims to endow individuals with transferable and adaptable skills crucial for navigating a dynamic job market. Design cognition, integral to DT, encompasses cognitive skills such as problem-solving, decision-making, evaluation, and abductive reasoning (Garbuio & Lin, 2020; Hay et al., 2020). This research employs a case study approach to scrutinize the evolution of design cognition among higher education students within an authentic learning environment (ALE) where DT principles are applied to tackle real-world issues (Yin, 2018; Stake, 1995). The study examines how teams, distinguished by varied characteristics, manifest design cognition with associated skills during the design process. Data for the study are derived from multiple sources, including course session recordings, team session recordings, digital boards, reflection forms, and design artifacts. Content analysis and epistemic network analysis are utilized for data examination, aiming to discern patterns and associations pertinent to the development of design cognition (Krippendorff, 2018; Charmaz, 2014). In conclusion, this research endeavors to enrich the understanding of the effective integration of DT and design cognition in higher education, thereby addressing the skills gap and equipping graduates for future professional challenges.

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Learning Sciences

Doctorate Program

Ongoing PhD theses in the learning sciences program*