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21.
Pavol Prokop Gaye Tuncer Radoslav Kvasni&#;ák 《Journal of Science Education and Technology》2007,16(3):247-255
Field trips are ideal for increasing students’ experience and perceptions of various organisms and their relationship between
the original habitat. However, in general field trips are greatly neglected by teachers and their short-term effects are thought
to be questionable. Therefore, we conducted a one-day field trip for both improving students’ knowledge in ecology and for
examining short-term effects. Based on the results of the research conducted 3 days after the trip, we found a significant
and positive increase in students’ attitudes toward biology, natural environment outside and future career in biology. Moreover,
students displayed a better understanding of ecology concepts like ecosystems and food webs. However, no similar pattern was
observed for the control group experienced only traditional biology settings. Thus, this study is unique showing significant
short-term effects of a field trip on students’ attitude and knowledge toward biology. 相似文献
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Two experiments were designed to pursue the levels of processing analysis of Bloom's taxonomy of the cognitive domain proposed by Kunen, Cohen & Solman (1981). In the first experiment four groups of students processed 20 principles at the levels of knowledge, application, synthesis and evaluation respectively. The times required by students in the first two of these groups were significantly shorter than the times required by the last two groups, but in conrast to the Kunen et al. study, no mathematical problems were included to correct for these differences. The percentages of correctly recalled principle names showed the same pattern of differences as previously obtained by Kunen et al. for their Australian sample and it was concluded that the interpolated problems used by these authors had not interfered with performance. However, since the levels of performance did not differ for application and synthesis (although they were superior to the levels obtained for knowledge and evaluation), the results did not unambiguously indicate that synthesis should occupy the pinnacle of the hierarchy. It was suggested, therefore, that a precise ordering of the taxonomic levels required further investigation including all six categories. Also, observation of the questions used for the knowledge category, suggested that the recall scores obtained at this level were an underestimate of incidental memory, and, as a consequence, these questions were revised for use in Experiment 2. The results of Experiment 2 showed that the revised knowledge questions improved recall and the actual level of performance did not differ significantly from the levels obtained for comprehension, synthesis and evaluation. The percentage of recalled words obtained in the synthesis category was, however, observably superior to all other levels and this was consistent with the similar Kunen et al. finding. However, since the results of both of the present experiments failed to support a hierarchical arrangement of the taxonomic levels, it was suggested that the Kunen et al. results should be interpreted with caution.
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Gaye Tuncer Ceren Tekkaya Semra Sungur Jale Cakiroglu Hamide Ertepinar Michael Kaplowitz 《International Journal of Educational Development》2009
The study investigates environmental literacy of pre-service teachers at one of the largest public universities in Turkey. The research evaluates the relationship of pre-service teachers’ environmental knowledge, attitude, and concerns of their interests in environmental problems, involving outdoor activities, parents’ interest and involvement in environmental activities. Canonical analysis is used to explore relationships between pre-service teachers’ environmental background and literacy. The results are promising and rewarding in addition to restructuring efforts of faculties of education in Turkey. Showing that environmental background of pre-service teachers is positively related to environmental literacy and attitudes along with other uses affected significantly by gender. 相似文献
25.
Gaye Dunshea 《Asia-Pacific Journal of Teacher Education》1998,26(3):203-215
The lived experiences of female beginning principals is an under‐researched area in the field of educational administration. Much of the research undertaken in this area is flawed due to the assumption that male experience is the norm from which generalizations are made appropriately for all beginning principals. Androcentric bias inherent in the literature denies the reality of the beginning woman principal and the experiences of sexism often encountered when taking office. This paper reports qualitative data arising from an interview study of a small group of beginning women principals in rural and regional areas of New South Wales, Australia. The data demonstrate not only that there are distinctive issues for female school leaders, but that the conservative rural and regional context in which they work probably intensifies these issues. The paper concludes with a recommendation for further research examining the experiences of female beginning principals in a variety of social and cultural locations. 相似文献