Mehmet POLAT

@meb.gov.tr

Ministry of National Education, Elazığ Provincial Directorate of National Education
Ministry of National Education

Mehmet POLAT


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https://researchid.co/mpolat_23

RESEARCH, TEACHING, or OTHER INTERESTS

Education, Biotechnology, Chemistry, Multidisciplinary
2

Scopus Publications

Scopus Publications

  • Investigation of the Effect of SCAMPER Technique on Eighth Grade Students' Academic Achievement, Environmental Attitudes and Science Learning Motivations
    Mehmet Polat, Ömer Yılayaz
    Participatory Educational Research, 2026
    The SCAMPER technique, one of the creative thinking technique, focuses on developing creative and innovative solutions by systematically reviewing possible changes that can be made on a situation or problem. In this study, the effect of SCAMPER technique on eighth grade students' academic achievement, environmental attitudes and motivation to learn science in the unit “Sustainable Life and Material Cycles (SLMC)” was examined. This study, which was conducted with 59 eighth grade students studying in a public secondary school in the Eastern Anatolia Region in the 2022-2023 academic year, was designed according to a pretest (PrT)-posttest (PsT) control group experimental design. The data of the study were collected through the “Sustainable Living and Material Cycles Academic Achievement Test” (SLMCAT), “Environmental Attitude Scale” (EAS) and “Science Learning Motivation Scale” (SLM).The study first conducted descriptive analyses, and the results showed that the increase in EGR's SLMCAT, EAS, and SLM final test scores was significantly higher than that of CGR. MANCOVA findings also supported this result; it was revealed that the SCAMPER technique had a statistically significant and high-level effect on SLMCAT, EAS and SLM PsT scores (SLMCAT: ή² = .801, EAS: ή² = .841, SLM: ή² = .750). In the CGR, no significant change was observed in the PsT scores. These result show that SCAMPER technique can create more effective learning environments in teaching abstract and complex subjects. It was also concluded that this approach has a significant potential in improving students' attitudes towards the environment and increasing their motivation towards science learning.
  • THE EFFECT OF PRE-SERVICE SCIENCE AND MATHEMATICS TEACHERS’ AI LITERACY AND ETHICAL USE OF INFORMATION TECHNOLOGIES ON THEIR ETHICAL REFLECTIONS ON AI
    Fatma Erdogan, Tayfun Tutak, Mehmet Polat
    Journal of Baltic Science Education, 2026
    The growing presence of artificial intelligence (AI) in education raises critical questions about teachers’ AI literacy and ethical reflection. This study aims to examine the effects of pre-service science and mathematics teachers’ AI literacy and their ethical use of information technologies on their ethical reflections on AI. The study, designed as a correlational survey, included 219 pre-service science and mathematics teachers from a university in Eastern Türkiye. Data were collected using three instruments: the Artificial Intelligence Literacy Scale, the Information Technologies Ethical Use Scale, and the Artificial Intelligence Ethical Reflection Scale. The findings indicate that, although pre-service teachers demonstrate high levels of knowledge in the technical and critical dimensions of AI, they remain at a moderate level in translating this knowledge into practical application and in engaging in ethical reasoning. Structural equation modelling results indicate that AI literacy significantly and directly influences ethical reflection on AI, whereas the ethical use of information technologies constitutes a weaker predictor. The mediation analysis further reveals that general ethical use of information technologies does not play a significant mediating role in the relationship between AI literacy and ethical reflection on AI. Keywords: artificial intelligence (AI) ethics, artificial intelligence (AI) literacy, information technology (IT), mathematics education, science education