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BULUNUZ, NERMİN

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2019 - 201912020 - 20211
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    Publication
    Introduction and assessment of a formative assessment strategy applied in middle school science classes: Annotated student drawings
    (Necmettin Erbakan Üniversitesi, 2019-01-01) Bulunuz, Nermin; BULUNUZ, NERMİN; Bursa Uludağ Üniversitesi/Eğitim Fakültesi/Matematik ve Fen Bilimleri Eğitimi Bölümü.; EPZ-5535-2022
    Formative assessment is a teaching method that helps to determine the prior knowledge of students, schedule the course plan accordingly, give it the final shape based on the feedback received from students, and encourage conceptual learning. The aim of this study is to introduce the "annotated student drawings" as one of the common formative assessment strategies used in science courses in middle schools and to evaluate the practices. The study was conducted during the classes of two science teachers who are doing their master's degree. In total, 48 students participated in the study from 5th (20) and 6th (28) grades. For data collection tools, annotated student drawings on the concepts of "pollination" and "water cycle" before and after the intervention and the science teachers' feedback about the strategy were used. The pre and post-interventional annotated drawings of the middle school students were compared. On both concepts, it was several alternative conceptions from the students' pre-interventional annotated drawings that were recovered on the post-interventional drawings. The findings indicated that the annotated student drawings are fairly effective formative assessment strategies in uncovering the prior knowledge and alternative conceptions of students in class. After the intervention, the students' second drawings gave detailed information on how the students' level of understandings improved. Formative assessment techniques are suggested to be used by science teachers instead of traditional assessments in order to: 1) Getting info about their students' initial understanding; 2) Reshaping their classroom instruction according to the feedback they get from their students; and 3) Always revising their interventional methods until the students got the main idea during the teaching period.
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    Teachers' noise sensitivity and efforts to prevent noise pollution in school
    (Anı Yayıncılık, 2021-03-04) Bulunuz, Nermin; Onan, Berna Coşkun; Bulunuz, Mızrap; BULUNUZ, NERMİN; COŞKUN ONAN, BERNA; BULUNUZ, MIZRAP; Bursa Uludağ Üniversitesi/Eğitim Fakültesi/İlköğretim Bölümü.; 0000-0001-7891-0379; 0000-0002-5218-5452; 0000-0002-6650-088X; ABI-3440-2020; L-3255-2019; EPZ-5535-2022
    The noise phenomenon at school is one of the factors that may negatively affect school climate. Purpose In this study, the noise sensitivity and coping efforts of classroom teachers who intensely experienced noise phenomenon in their school were determined using basic qualitative research. Method Semi-structured interviews were conducted with the teachers selected for the study group. The collected data were analyzed using thematic analysis. Findings showed that loud noise at school might lead to hypersensitivity in teachers, migraine and prolonged severe headache, difficulty in communicating, tinnitus, difficulty in focusing on lessons, adverse effects on communication and interaction within the family, excessive tiredness and getting distracted, and a reduced tolerance limit, as well as feeling tired and angry. The findings suggest that teachers are in search of a quiet environment to get away from the noise in the school. They reluctantly try to get used to the noise, and they think of retiring early from the profession. It was understood that teachers acted in various ways to cope with the noise, such as verbally warning noisy students, plugging their ears, closing the door/windows, and going out to the schoolyard to get away from the noise inside the building. Implications the teachers suggested improving the acoustics of the school, using visual stimuli with lights instead of bell sounds, raising the awareness of parents about noise and arranging the schoolyard in such a way that students can release their energies without causing noise.