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This dissertation investigates how collective process-oriented documentation tools, combined with Natural Language Processing (NLP) techniques, can enhance knowledge construction in hands-on, open-ended learning environments, such as makerspaces. Through a three-year design-based research, the study developed and tested a collective documentation interface and an NLP-powered learner-facing analytics dashboard to track and visualize students' knowledge construction throughout their making processes. Key contributions of this work include the design of tools that support both individual and collective knowledge construction by enabling students to reflect on their learning and observe others’ processes, fostering collaborative learning communities. Natural language processing (NLP) techniques were applied to student documentation, extracting core concepts and visualizing their development over time, thus providing insights into the knowledge-building trajectories within the class. Additionally, the research examined student perceptions of AI-generated learning suggestions and their reactions to the dashboard, emphasizing the need for thoughtful and careful integration of AI in educational practices. The findings offer practical implications for the design of educational tools and environments that facilitate both immersive engagement and reflective oversight, in alignment with Edith Ackermann’s idea of “dwelling in” and “stepping back” (Ackermann, 2001). These insights are critical for educators, researchers, and designers working to enhance the learning potential of maker education and project-based learning, especially considering the integration of Artificial Intelligence tools.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

<p>This theses examined adult learners' experiences of group work in management education. Group work is an integral part of learning and teaching methods at most business schools because it develops team skills demanded by today's workplace. Furthermore, group work in education is grounded in the belief that much learning happens through social interaction and that diversity within groups promotes learning. This study analysed learners' group experiences in a business school. The study also aimed to identify conditions that hinder and promote group interaction with a view to enhance learning.</p>

In this study, the contributions of learning motivation, reasoning ability, learning orientation and gender to International Baccalaureate and National Program students&rsquo / mitosis and meiosis achievement was investigated. Participants of the study were 472 ninth grade students from a private high school in Ankara. Two hundred nineteen students (46%) were in International Baccalaureate Program and two hundred fifty three (54%) were in National Program. The study was conducted during the 2006-2007 Spring semester. Prior to the introduction of mitosis and meiosis topics, students&rsquo / motivations toward biology learning (self efficacy, active learning strategies, science learning value, performance goals, achievement goals, learning environment stimulation), formal reasoning abilities and learning approaches were measured by Students&rsquo / Motivation Towards Biology Learning Questionnaire, Test of Logical Thinking Ability scale and Learning Approach Questionnaire respectively. After the topics have been covered, a 20 item Mitosis and Meiosis Achievement Test was used to measure achievement in mitosis and meiosis topics. Multiple regression analysis revealed that achievement was explained in positive direction by formal reasoning ability and in negative direction by active learning strategies and rote learning in National Program classes. Self-efficacy and formal reasoning ability had significant contributions to achievement for International Baccalaureate students. The main predictor of achievement was formal reasoning ability for both International Baccalaureate and National Program students, explaining 4.7% and 10.9% variance respectively. Moreover, while 2.9% of the variance in achievement was explained by self efficacy in International Baccalaureate classes, rote learning explained 2.2% of the variance in achievement in negative direction in National Program classes.

The purpose of the present study was to investigate the predictive influences of epistemological beliefs, achievement motivation, learning approaches on sixth grade students&rsquo / achievement in classification concepts. The study was carried out in the fall 2006-2007 semester. One thousand forty one 6th grade students from twenty five randomly selected elementary schools in &Ccedil / ankaya district of Ankara participated in this study. In this study Turkish version of the Learning Approach Questionnaire, Epistemological Beliefs Questionnaire, Achievement Motivation Questionnaire and Classification Concept Test were used as measuring instruments to collect relevant data. Multiple Regression Correlation Analyses was computed in order to find out the contribution of students&rsquo / learning approaches, epistemological beliefs and achievement motivation to their achievement in classification concepts. The results revealed that these variables explaining 14% of the variation in students&rsquo / achievement in classification concepts. Stepwise multiple regression analyses was conducted in order to find out which variable best predicted students&rsquo / achievement in classification concepts. Students&rsquo / learning approaches were found to be the best predictor of achievement explaining 12% of the variance. The remaining 2% of variance was explained by epistemological beliefs of the students. Achievement motivation, however did not contribute to students&rsquo / achievement in classification concepts. Results also revealed significant positive correlations between students&rsquo / achievement in classification concepts, their learning goal orientations, epistemological beliefs and learning approaches. Students&rsquo / performance goal orientations, and self efficacy beliefs, however, were not found to be related to their achievement in classification concepts.

published_or_final_version / Education / Master / Master of Philosophy