Dr Zeynep Yaseen specialises in student-centred learning environment in STEM education. She was postdoc fellow in the Teacher Education Program STEMed Research Centre at UTS in 2017. She has a background in mathematics and science teaching in high schools. She focuses on student-generated animations in the teaching and learning of science. She supports academic and professional staff within Faculties for the application of an appropriate pedagogic and technical design, and provided expert advice to develop and deliver with new technological learning sources. She has published scores of journal articles, book chapters on student learning and education, with a special focus on Science education. She is currently doing several international research projects and evaluations for a variety of agencies and government departments. She has lectured in science and technology education, curriculum design, teaching methods, educational psychology at UTS and Bogazici University.
- STEM education
- Animations in learning and teaching science
- Student-centered education
- Science and technology education in secondary schools
- Chemistry education
- Conceptual understanding
Kor, S, Yaseen, Z, Demir, S, Ocal, S, Yasar, S, Caliskan, H, Ulutas, A, Arslan, M, Colak, G, Duman, G, Hatipoglu, MT & Erim, O 2018, Together for 50 years, 50th Year of Migration to Australia, Presidency for Turks Abroad and Related Communities (YTB).
Yaseen, Z & Aubusson, P 2020, 'Exploring Student-Generated Animations, Combined with a Representational Pedagogy, as a Tool for Learning in Chemistry', Research in Science Education, pp. 1-20.View/Download from: Publisher's site
© 2018 Springer Science+Business Media B.V., part of Springer Nature This article describes an investigation into teaching and learning with student-generated animations combined with a representational pedagogy. In particular, it reports on interactive discussions that were stimulated by the students’ own animations as well as their critiques of experts’ animations. Animations representing views of states of matter provided a vehicle by which to investigate learning in a series of lessons. The study was implemented with Year 11 high school students. After students constructed, presented and discussed their animations, they watched and critiqued experts’ animations. They were then interviewed about the teaching–learning process. Most students (91%) spoke positively about follow-up discussion classes, saying that their previous conceptions and understanding of states of matter had improved. They explained that they had identified some alternative conceptions, which they had held regarding states of matter and explained how their conceptions had changed. They reported that the teaching/learning process had helped them to develop a deeper understanding of the changing states of matter.
Yaseen, Z 2018, 'Using student-generated animations: the challenge of dynamic chemical models in states of matter and the invisibility of the particles', Chemistry Education Research and Practice, vol. 19, no. 4, pp. 1166-1185.View/Download from: Publisher's site
This research investigates the use of student-generated animations in the teaching and learning of chemistry. Previous research has identified the potential for animations to contribute to student learning in science. In particular, animations have the capacity to represent the dynamic process and motions that may be inherent in some chemical concepts. This study focuses on animations that students produced with the support of their teacher and fellow students. The participants in the study were Year 11 science students and their science teacher. The teaching intervention included training the students in the use of animation software, followed by the students working in groups to create animations representing their conceptions of solid, liquid and gaseous states of matter, watching expert animations and classroom discussions. Students were supported by their teacher and encouraged to discuss ideas as they constructed their animations. Data collection included pre- and post-tests, classroom observation, video recording of lessons, collection of artefacts (the students’ animations, expert animations) and interviews with the teacher and students. Use of the student-generated animations created an opportunity to represent and discuss conceptions of the states of matter, including dynamic elements of their conceptualization. The teacher's scaffolding of the groups during the creation of their animations helped students to accurately represent their conceptions. In their analysis of the various animations, students identified differences and similarities among their animations. Data from pre-/post-tests, observations and interviews indicate that the students improved their understanding of states of matter through the teaching/learning process that occurred during the intervention.
Akaygun, S, Karatas, F, Brown, C, Supasorn, S & Yaseen, Z 2018, 'Teaching Chemistry with Analogies around the World: Views of Teachers from Four Countries' in International Perspectives on Chemistry Education Research and Practice, ACS, USA, pp. 129-146.View/Download from: Publisher's site
This multinational study explores the experience of teachers regarding the use of analogies in high school chemistry classes. The opinions of one hundred and forty (N=140) high school teachers from the countries of Australia, Thailand, the United States of America, and Turkey were collected with a questionnaire developed by the researchers. In the questionnaire, several themes were included: frequency and purpose of using analogies, concepts for which analogies are employed, favorite analogies, features of analogies considered, materials accompanied with analogies, and evaluation of analogies. These themes conveyed the similarities and differences among the countries. Analogies were widely used for unobservable chemical phenomena by teachers from all the countries. The teachers pay attention to students’ attributes and experiences while selecting the right analogy in teaching.
Yaseen, Z 2017, 'Using representational challenge for productive scientific Discussions in Year 11 science classes', Australasian Science Education Research Association (ASERA) 2017 Conference, Sydney, Australia.
Yaseen, Z 2015, 'Interactions among Students and with Teacher after Student- Generated Animation: Influences on Students’ Science Learning', 11th Conference of the European Science Education Research Association, Helsinki, Finland.
Yaseen, Z 2012, 'A Comparison between Elementary School Students’ Mental Models and Visualizations in Textbooks for the Concept of Atom', Joint AARE APERA International Conference, Sydney, Australia.
Yaseen, Z 2011, 'The Relationship between Teaching Self Efficacy Beliefs and Scientific Literacy of Elementary and Secondary School Pre-service Science Teachers', Global Education Conference- 2011, Kyrenia - North Cyprus.