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    BRIDGING THE GAP: HOW CHATGPT ENHANCES ASSESSMENT TO CLOSE LEARNING GAPS IN MIDDLE SCHOOL
    (Natl Acad Educational Sciences Ukraine, Inst Digitalisation Education, 2025) Arduc, Mehmet Akif; Gurkan, Gulsah
    This study investigates the impact of ChatGPT-supported assessments on addressing students' learning gaps. With the increasing integration of artificial intelligence (AI) in education, understanding its potential benefits in enhancing students' academic achievement is of great importance. For this purpose, a quasi-experimental design was implemented within a quantitative methodology framework. The study involved seventh-grade students from a public middle school in Turkey during the 2024-2025 academic year. To assess students' learning levels, seventh-grade assessment questions from the The Solar System and Beyond unit, published by the Ministry of National Education (MEB), were used. These multiple-choice questions consisted of four options, with one correct answer, and underwent validity and reliability testing. Prior to publication, the Ministry of National Education (MoNE) sought expert opinions and conducted pilot implementations to analyze item performance. All questions were designed to be appropriate for students' developmental levels and were explicitly aligned with the Solar System and Beyond unit.The experimental group participated in a ChatGPT-supported question-and-answer process during the The Solar System and Beyond unit. Instead of providing direct answers, students received step-by-step guidance toward the correct solution and immediate feedback. The results showed that ChatGPT-supported assessments effectively addressed learning gaps, and the experimental group demonstrated statistically significant improvement in learning outcomes. This study provides valuable insights into the potential of ChatGPT-supported chatbots to reduce learning gaps in educational settings and suggests that they can contribute to improving students' academic performance. Additionally, the study offers new empirical evidence that AI-supported chatbots can actively facilitate learning by supporting students' reasoning processes rather than merely providing correct answers, thus presenting a novel approach to AI-supported formative assessment in education.
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    Effect of socio-scientific issue-based argumentation on middle school students' epistemological, and pseudo-scientific beliefs
    (Routledge Journals, Taylor & Francis Ltd, 2026) Gurkan, Gulsah; Arduc, Mehmet Akif
    To increase students' scientific competence, it is imperative to design teaching processes that eliminate pseudo-scientific claims and promote a realistic image of science. Socio-scientific argumentation is increasingly used in science education to develop students' questioning and judgment skills. This study presents a teaching framework encouraging students to comprehend the evolving nature of knowledge through socio-scientific issue-based argumentation activities. Conducted with fifth-grade middle school students, the study used scenarios on biodiversity, human-environment relations, and natural disasters. Students discovered that evidence-based arguments helped them understand claims and that knowledge is not absolute. These activities' effects on students' epistemological and pseudo-scientific beliefs were examined. Findings showed that students' epistemological beliefs developed positively in the sub-dimensions of authority and truth, knowledge production process, and source of knowledge. However, there was no statistically significant change in pseudo-scientific beliefs. Educators and policymakers must acknowledge the progress in epistemological beliefs and persistence of pseudo-scientific beliefs.
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    Examining the Relationship Between Health Literacy and Vaccine Hesitancy: The Case of Prospective Science Teachers
    (Routledge Journals, Taylor & Francis Ltd, 2026) Yozkat, Gokhan; Gurkan, Gulsah; Kahraman, Sibel
    Vaccine hesitancy refers to the reluctance or refusal to get vaccinated. This can be influenced by various factors, including concerns about vaccine safety, distrust of healthcare systems, misinformation circulating on social media, cultural beliefs, and inadequate health literacy. The aim of this study is to determine whether there is any relationship between vaccine hesitancy and health literacy of prospective science teachers. The sample of the study consists of 165 students studying at the faculty of education of a state university. It was observed that there was a low-level negative relationship between health literacy and vaccine hesitancy. The study shows that higher health literacy reduces vaccine hesitancy. Since teachers have responsibilities in improving the health literacy levels of society, the health literacy levels of teacher candidates need to be increased.
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    Permaculture as a System for Sustainable Life: Attitudes of Prospective Science Teachers From Eastern Anatolia (Turkey)
    (Sciendo, 2025) Saglik, Zeliha; Gurkan, Gulsah; Kahraman, Sibel
    Permaculture is a concept that can greatly contribute to sustainable living. It refers to a design-oriented system that aims to organize human settlements in a sustainable manner. Science teachers can contribute to the dissemination of permaculture through education by playing a critical role in conveying environmental awareness and sustainability issues to students. Considering the role of science teachers in creating awareness towards permaculture, this study aims to investigate the attitudes of prospective science teachers towards permaculture. To determine the permaculture attitudes of prospective science teachers, the 40-question 5-point Likert-type Permaculture Attitude Scale developed by Ozcalik and Yorubulut (2022) has been used as a data collection tool. The scale has been applied to 164 prospective teachers studying at the Science Teaching Department of the Faculty of Education of a state university. According to the data obtained from the scale applied to prospective science teachers, the average general attitude score is 3.83. This value indicates that prospective science teachers have a positive attitude towards permaculture. Also, a significant difference has been found between the permaculture attitudes of prospective science teachers according to their gender, and this difference is in favor of female prospective teachers. Additionally, a significant difference has been observed based on their place of upbringing, with those who grew up in districts exhibiting more positive attitudes than those who grew up in villages. Permaculture attitudes of prospective science teachers do not show any significant difference according to the family income level and residence type. Based on these findings, it is recommended that further studies be conducted on different sample groups to explore prospective teachers' attitudes towards permaculture and the variables affecting their awareness of sustainable living. © 2025 Zeliha Saglik et al., published by Sciendo.