Ceren Tekkaya
Middle East Technical University
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Featured researches published by Ceren Tekkaya.
Environmental Education Research | 2005
Gaye Tuncer; Hamide Ertepinar; Ceren Tekkaya; Semra Sungur
The purpose of this study is to investigate the effect of school type (private and public) and gender on sixth, seventh, eighth and tenth grade students’ attitudes toward the environment. A total of 1497 students (n = 765 girls; n = 715 boys; and n = 17 gender not provided) attending public (n = 603) and private schools (n = 892) located in Ankara participated in the study. A 45‐item Likert‐type questionnaire consisting of four dimensions, namely, awareness of environmental problems, national environmental problems, solutions to the problems and awareness of individual responsibility, was used to measure students’ environmental attitudes. A two‐way multivariate analysis of variance (MANOVA) was conducted to determine the effect of school type and gender on four dimensions of the environmental attitude questionnaire. Results showed that school type and gender had a significant effect on the collective dependent variables. Univariate ANOVAs indicated that mean scores on each dimension of the questionnaire were significantly different for students in public and private schools. Moreover, there was statistically significant mean difference between boys and girls with respect to scores on each dimension of the questionnaire. It is concluded as a result of the study that, although there are differences between categories of individuals, there is a widespread support for conservation of the environment among young people living in Ankara/Turkey.
Journal of Educational Research | 2009
Berna Kizilgunes; Ceren Tekkaya; Semra Sungur
The authors proposed a model to explain how epistemological beliefs, achievement motivation, and learning approach related to achievement. The authors assumed that epistemological beliefs influence achievement indirectly through their effect on achievement motivation and learning approach. Participants were 1,041 6th-grade students. Results of the path analysis suggested that students who believed knowledge to be evolving (i.e., development) and handed down by authority (i.e., source) were more likely to be self-efficacious in their learning and were found to have higher levels of learning- and performance-goal orientations. In addition, although learning goal was positively related to meaningful learning, performance goal and self-efficacy were negatively related to the learning approaches. The direction of the relation between learning approaches and achievement was positive.
Cell Biochemistry and Function | 1997
Huveyda Basaga; Giuseppe Poli; Ceren Tekkaya; I. Aras
The antioxidant properties of silibin complexes, the water‐soluble form silibin dihemisuccinate (SDH), and the lipid‐soluble form, silibin phosphatidylcholine complex known as IdB 1016, were evaluated by studying their abilities to react with the superoxide radical anion (O2.−), and the hydroxyl radical (OH.). In addition, their effect on pulmonary and hepatic microsomal lipid peroxidation had been investigated. Superoxide radicals were generated by the PMS‐NADH system and measured by their ability to reduce NBT. IC50 concentrations for the inhibition of the NBT reduction by SDH and IdB 1016 were found to be 25 μM and 316 μM respectively. Both silibin complexes had an inhibitory effect on xanthine oxidase activity. SDH reacted rapidly with OH. radicals at approximately diffusion controlled rate and the rate constant was found to be (K=8·2×109 M−1 s−1); it appeared to chelate Fe2+ in solution.
International Research in Geographical and Environmental Education | 2006
Elvan Alp; Hamide Ertepinar; Ceren Tekkaya; Ayhan Yilmaz
The aim of this study was three-fold: (1) to determine 6th, 8th and 10th grade students’ environmental knowledge and attitudes in Turkey; (2) to investigate the effect of the grade level and gender on students’ environmental knowledge and attitudes; (3) to explore how environmentally responsible behaviour is related to environmental knowledge, affects, behavioural intentions, and demographic variables. Data were obtained by the administration of the Turkish version of Children’s Environmental Attitudes and Knowledge Scale to 1,977 students from 22 randomly selected schools located in urban areas. The data were analysed using one-way analyses of variance, independent samples t-test, and multiple regression analysis. A statistically significant effect of grade level was found on environmental knowledge and attitudes. While the effect of gender on attitudes toward the environment was statistically significant in favour of females, the gender difference on environmental knowledge was not statistically significant. Multiple regression analysis revealed that environmentally responsible behaviour can be predicted by behavioural intentions, environmental affects, gender, and age. Environmental knowledge appeared to be influential on behaviours not directly, but mediated by behavioural intentions and environmental affects.
Environmental Education Research | 2008
Elvan Alp; Hamide Ertepinar; Ceren Tekkaya; Ayhan Yilmaz
This study investigated elementary school students’ environmental knowledge and attitudes, the effects of sociodemographic variables on environmental knowledge and attitudes, and how self‐reported environmentally friendly behaviour is related to environmental knowledge, behavioural intentions, environmental affects, and the students’ locus of control. Data were gathered by administration of the Children’s Environmental Attitudes and Knowledge Scale and Locus of Control scale to 1140 students from 18 randomly selected elementary schools located in urban areas of Ankara, the capital of Turkey. Descriptive results indicated low levels of knowledge, but favourable attitudes toward the environment. The three‐way ANOVA provided a significant main effect on students’ environmental knowledge of education level of fathers. The sex difference regarding students’ attitudes toward the environment was statistically significant in favour of girls. In addition, multiple regression analysis results showed that behavioural intentions, environmental affects, and locus of control, could be accounted as significant predictors of self‐reported environmentally friendly behaviour. On the other hand, the present study showed that elementary school students’ behaviours toward the environment were independent from their knowledge of environmental issues.
International Journal of Science Education | 2007
Bugrahan Yalvac; Ceren Tekkaya; Jale Cakiroglu; Elvan Kahyaoglu
The international science education community recognises the role of pre‐service science teachers’ views about the interdependence of Science, Technology, and Society (STS) in achieving scientific literacy for all. To this end, pre‐service science teachers’ STS views signal the strengths and the weaknesses of science education reform movements. Turkey, a country that follows the international reform movement, aims at improving citizen’s understanding of the STS interdependence to enable them to fully participate in an industrialised, democratic society. This study explores the Turkish pre‐service science teachers’ views (n = 176) on STS issues and discusses the ongoing reform efforts’ strengths and weaknesses within the context of the study findings. Data were collected through an adopted “Views on Science–Technology–Society” instrument. Analysis revealed that many participants held realistic views on science, technology, and society interdependence, while their views on technology and the nature of science were differed. Some viewed technology as an application of science, and some viewed science as explanatory and an interpretation of nature. Most agreed that the scientific knowledge is tentative but they did not present a thorough understanding of the differences between hypotheses, laws, and theories.
Journal of Experimental Education | 2010
Yasemin Tas; Ceren Tekkaya
The authors conducted a correlational study to investigate the relations among seventh-grade Turkish students’ cheating behavior, academic self-efficacy beliefs, usage of self-handicapping strategies, personal goal orientations, and classroom goal structures specific to the science domain. The Patterns of Adaptive Learning Scales was administered to 1,950 seventh-grade students enrolled in 12 public schools. The authors conducted hierarchical linear modeling analyses to measure to what extent personal and contextual factors can be used to predict students’ cheating behavior. Analyses revealed that although students’ cheating behavior was positively predicted by performance-approach goals, it was negatively predicted by mastery goals. Students who used more self-handicapping strategies and who were less self-efficacious were also more likely to demonstrate cheating behavior. The authors found that the mastery goal–structured science-learning environment, in which understanding the material and self-improvement was emphasized, discouraged cheating.
Environmental Education Research | 2012
Arzu Onur; Elvan Sahin; Ceren Tekkaya
Environmental attitudes depend on the relative importance that individuals attach to themselves, other people, or all living things. These distinct bases have been found to predict environmental concern, and may act as statistically significant determinants of pro-environmental behaviours. We claim that examining the complex nature of value orientations and concern levels among elementary school students as well as the interrelationships between these attributes could guide researchers and educators in Turkey. This study aimed (1) to explore Turkish elementary students’ ecocentric and anthropocentric attitudes, and environmental apathy; (2) to investigate their egoistic, altruistic and biospheric value orientations as well as their environmental concerns; (3) to examine relationships among environment-related attributes and (4) to determine the role of gender on these attributes. Participants seemed to be highly concerned and held favourable ecocentric attitudes. Furthermore, students with higher levels of anthropocentric attitudes tended to exhibit higher levels of environmental apathy, and those expressing biospheric concerns held lower levels of egoistic concerns. The findings suggest that girls were significantly more concerned about environmental problems and tended to value nature more for its own sake than boys.
Journal of Science Teacher Education | 2012
Gülsüm Akyol; Ceren Tekkaya; Semra Sungur; Anne Traynor
This study proposed a path model of relationships among understanding and acceptance of evolution, views on nature of science, and self-efficacy beliefs regarding teaching evolution. A total of 415 pre-service science teachers completed a series of self-report instruments for the specified purpose. After the estimation of scale scores using unidimensional IRT models, path analysis suggested that sophisticated views on NOS were associated with higher levels of both understanding and acceptance of evolution, and the higher level of understanding of evolution was related to the higher level of acceptance of evolution. Besides, higher levels of both understanding and acceptance of the theory and naïve views on NOS were found to be associated with stronger self-efficacy beliefs for teaching evolution effectively.
Journal of Science Teacher Education | 2010
Kudret Özkal; Ceren Tekkaya; Semra Sungur; Jale Cakiroglu; Erdinc Cakiroglu
This study investigated students’ scientific epistemological beliefs in relation to socio-economic status (SES) and gender. Data were obtained from 1,152 eight grade Turkish elementary school students using Scientific Epistemological Beliefs instrument. Canonical correlation analysis indicated that students with a working mother and educated parents as well as greater number of books at home together with a separate study room are more likely to have tentative views and less likely to have fixed views about science compared to students with unemployed mother, uneducated parents, less books at home, and no separate study room. Generally, results revealed while family SES correlated positively with tentative views, it was negatively associated with fixed views, implying that students from high SES family were more likely to believe that knowledge is uncertain and not handed down by authority compared to students from low SES family. This study, however, failed to indicate any relationship between father work-status, buying daily newspaper and epistemological beliefs. In addition, Multivariate Analysis of Variance indicated that boys more likely to have tentative beliefs compared to girls.