Ongoing Research Projects

Collaborative Research: A Multi-Lab Investigation of the Conceptual Foundations of Early Number Development
Starting Date:
May, 2023
Expires:
June, 2026
Sponsor:
National Science Foundation EHR Core Research (NSF ECR)
Team:
Serkan Ozel (Researcher), Elizabeth Gunderson (Principal Investigator)
Description:

Preschool numeracy is a crucial foundation for STEM learning and long-term academic success. Previous research suggests that the development of strong numeracy skills depends on a combination of perceptual, cognitive, and language skills. However, most past studies have focused on a relatively small and homogeneous groups of children in US urban areas. As a result, current understanding of early numeracy may not
generalize to diverse groups of learners. It is likely that home language background, socio-economic status, and geographic and cross-cultural differences could also influence numeracy development. To address this, and to probe what factors drive early numeracy in a representative sample, this first-of-its-kind project investigates how toddlers and preschool-aged children perceive, reason, and talk about numbers in a massive multi-lab collaboration involving over 130 research sites worldwide.

To investigate early numeracy, this collaborative project includes two foundational studies. The first study focuses on how 2- to 5-year-old children perceive quantity, learn number words, and how to accurately count groups of objects. The study examines variability in how children learn about number and quantity while exploring the underlying perceptual, cognitive and linguistic mechanisms that drive their learning. The second foundational study focuses on toddler?s abilities to keep track of small groups of objects, which researchers have argued may play an especially important role in early numerical learning. This study examines variability across larger and more diverse groups of participants than previously studied. The study also asks whether limits to children?s object tracking abilities change when they begin to learn number words. In addition to these foundational studies, the project supports the creation of multiple exploratory studies, allowing for novel, ground-breaking collaborations between researchers worldwide. These exploratory studies examine how numerical abilities are related to diverse phenomena including but not limited to social cognition, linguistic diversity, cognitive abilities like executive function, and cross-cultural differences in mathematics education and attitudes. Collectively, these studies will test over 3000 children in 28 US states and 27 countries, using a combination of cross-sectional and longitudinal behavioral assessments. Final data will be shared with the broader scientific community, and will be presented on a website in simplified form to make findings accessible to the broader public.

This project is funded by the EHR Core Research (ECR) program, which supports work that advances fundamental research on STEM learning and learning environments, broadening participation in STEM, and STEM workforce development.

Diagnosing self-regulation in students – The use of diagnostic and nondiagnostic cues and preservice teachers’ judgment accuracy across 3 countries
Starting Date:
February, 2023
Expires:
December, 2024
Sponsor:
DFG (German Science Foundation)
Team:
Engin Ader (Boğaziçi University), Inga Glogger-Frey, Swantje Tennert (Erfurt University), Yves Karlen (University of Zurich)
Description:

Self-regulation competence is one of the key components of successful education. In order to prepare students for self-regulated learning (SRL), teachers need to induce the use of learning strategies and support students in the process of learning those skills. One important prerequisite for adequately supporting each student is the diagnostic competence of the teachers in the field of SRL. The goal of the study is to find out, how accurate preservice teachers can judge the competence of students to use self-regulation strategies and what information they use for their judgment.

For the analysis of the study, judgment accuracy as well as the use of cues is measured and the relationship between these two variables is investigated. Additionally the influence of teacher experience, knowledge and competencies regarding SRL is explored. The study will be done as a multilab-study in order to compare the use of SRL cues across three countries, that is: Turkey, Switzerland, and Germany. Therefore, all material is provided in German for the German and Swiss participants and in English for the Turkish participants.

Developing Assessment-literacy Assessment Framework and Measuring via Multi-stage Testing
Starting Date:
December, 2023
Expires:
December, 2024
Sponsor:
Team:
Principal Investigator: Dr. Serkan Arıkan. Researchers: Eren Can Aybek, Güneş Ertaş Polat, Belgin Eriz
Description:

-to develop a comprehensive assessment framework for assessment literacy that fulfills the
demands of modernized assessment standards and current needs in assessment practices.
-to develop a multistage test for measuring assessment literacy of preservice and inservice
teachers that corresponds with updated dimensions of assessment literacy to validate the new
assessment framework.

Probability Concept Inventory for Pre-service Mathematics Teachers
Starting Date:
July, 2022
Expires:
July, 2024
Sponsor:
BAP- Start-up Project
Team:
Project Investigator: Kemal AKOĞLU, Advisor: Sibel KAZAK (METU), Project Assistant: Selen ÇAYLI
Description:

The aims of this project as follows:
•    to determine pre-service mathematics teachers' knowledge and understanding of probability concepts
•    to observe their readiness for teaching probability
•    to improve their probability teaching skills by using the framework of statistics teaching through data research and digital simulations.

Science e-communication project
Starting Date:
July, 2022
Expires:
July, 2024
Sponsor:
BAP- Start-up Project
Team:
Principal Investigator: Gaye Defne CEYHAN, Project Assistant: Dilara KARA ZORLUOĞLU
Description:

The aims of this project as follows:
•    to investigate the effects of these meetings on students' interests and attitudes towards STEM fields,
•    to explore the similarities and differences between the views of stakeholders (i.e. students, teachers, and scientists) about the attainment of science communication experience 
•    to examine the number, focus, and quality of student questions before and during these meetings.
 

Artificial Intelligence Based Weekly Work Plan Preparation Engine with Applicable Test Measurements
Starting Date:
January, 2024
Expires:
July, 2024
Sponsor:
TÜBITAK 1711
Team:
Principal Investigator: Dr. Serkan Arıkan. Researchers: Eren Can Aybek. Project Assistant: Hüsna Karabacak
Description:

This project's goal is to provide recommendations on what to study, which is
one of the most difficult aspects of studying for an average student. In this context, by
integrating multi-stage tests with artificial intelligence, it is intended to create a course study
plan engine. This project is supported by TÜBİTAK 1711 in which BounAdaptiveTestLab,
Kunduz and Polinom Educational Institutions serve as project partners.

Using multimodal data from immersive Virtual Reality (VR) environments for investigating perception and self-regulated learning
Starting Date:
September, 2021
Expires:
August, 2022
Sponsor:
BAP - Multidisciplinary Project
Team:
Engin Ader (PI-yürütücü), Emre Uğur (researcher-araştırmacı), İnci Ayhan (researcher-araştırmacı)
Description:
Our general aims in this project are:
❏ to set up a multidisciplinary Virtual Reality Laboratory at Boğaziçi
University.
❏ to conduct basic research on visuo-motor coordination, avatar
representation, body ownership and body-schema in order to have
a better understanding of the brain in action.
❏ to investigate the ways in which multimodal data can be used for
studying self-regulated learning and explore new ways in which we
can apply VR technologies into the field of education in order to
improve preservice teachers’ (and students’) learning.
 
Etkili Alan Eğitimi Mentörlük Modeli Oluşturulması ve Mentörlük Mesleki Gelişim Programının Geliştirilerek Uygulanması
Starting Date:
January, 2020
Expires:
Sponsor:
TUBİTAK - 1001 (Proje No: 220K086)
Team:
Principal Investigator: Fatma Aslan Tutak, Faik Özgür Karataş Armağan Ateşkan Derya Çelik Mustafa Güler Sevil Akaygün Fatih Mercan
Description:
Exploring Mathematics Mentor Teachers’ Conceptions, Motivations and Roles
Starting Date:
January, 2019
Expires:
Sponsor:
BAP (BU-BAP, 15961)
Team:
Fatma Aslan Tutak, Güneş Ertaş
Description:
Exploring the roles of pattern and spatial skills in early mathematics development
Starting Date:
January, 2019
Expires:
Sponsor:
U.S. Dept. of Education Institute of Education Sciences
Team:
Bethany Rittle-Johnson (Vanderbilt University), Researcher :Serkan Özel
Description:

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