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11.
Hatice Belge Can Yezdan Boz 《International Journal of Science and Mathematics Education》2016,14(4):635-657
This study investigates the effect of structuring cooperative learning based on conceptual change approach on grade 9 students’ understanding the concepts of mixtures and their motivation, compared with traditional instruction. Among six classes of a high school, two of them were randomly assigned to cooperative learning group where students were instructed by Cooperative Learning based on Conceptual Change (CLCC), the other two classes were randomly assigned to traditional learning group where students were instructed by Cooperative Learning based on Conceptual Change without well-structuring the basics of cooperative learning (CLCC(?)), and the remaining two classes were randomly assigned to control group where students were instructed by Traditional Instruction (TI). Mixtures Concept Test (MCT), motivation section of Motivated Strategies for Learning Questionnaire (MSLQ) except goal orientation sub-scales, and Achievement Goal Questionnaire (AGQ) were assigned to the sampled students before treatments are commenced as pretests and after treatments are completed as post-tests. According to post-test scores, there were statistically significant mean differences among the groups exposed to variations of cooperative learning based on conceptual change and traditional instruction with respect to students’ understanding the concepts of mixtures and their motivation. Results drawn upon this study revealed specifically that students exposed to CLCC had better understanding and lower alternative conceptions about the concepts of mixtures, perceived contents related to chemistry more valuable, felt greater control over their own learning, dealt better with sense of worry and emotionality during tests, adapted performance avoidance goals less, and mastery approach goals more than students instructed by CLCC(?) and TI. 相似文献
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The purpose of this study is to investigate the development of three prospective elementary mathematics teachers?? pedagogical content knowledge (PCK) of number patterns with its two components: (1) knowledge of students?? understanding and difficulties and (2) knowledge of topic-specific strategies and representations. For our investigation, we use Radford??s (ZDM Math Educ 40:83?C96, 2008) framework called ??architecture of algebraic pattern generalisation?? to redefine these two components of PCK in the context of patterns. A case study was conducted to explore the development of PCK through a school practicum course and to examine how observation of number pattern lessons in schools and discussions of these observation contribute to prospective teachers?? PCK. Analysis of the data indicated that observations and discussions of number pattern lessons resulted in considerable change in the way prospective teachers take into account students?? understanding of and difficulties with patterns, as well as in the way they use pattern-specific strategies such as algebraic pattern generalisation during their lessons. 相似文献
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Active engagement has become the focus of many early childhood science education curricula and standards. However, active engagement usually emphasizes getting children engaged with science solely through hands-on activities. Active engagement by way of hands, heads, and hearts are kept separate and rarely discussed in terms of getting all to work together, although inquiry-based education and student interest have been accepted as important in science education. The current study is an inquiry-based research. It aims to describe and examine projects and activity stations for preschoolers in a Turkish preschool classroom bringing together the pieces of the puzzle of science education, called here ‘Hands–Heads–Hearts-on Science Education'. The study, conducted from a qualitative-interpretivist paradigm, reveals that activity stations and projects create a context for hands-on (active engagement), heads-on (inquiry based or mental-engagement), and hearts-on (interest based) science education. It is found that activity stations and projects, when maintained by appropriate teacher-support, create a playful context in which children can be actively and happily engaged in science-related inquiry. 相似文献
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This ethnographic study explored aspects of how the natural sciences were represented in a Reggio Emilia‐inspired laboratory preschool. The natural sciences as a discipline—a latecomer to preschool curricula—and the internationally known approach, Reggio Emilia, interested educators and researchers, but there was little research about science in a Reggio Emilia classroom. The current research aimed to gain insight into natural science experiences in a Reggio Emilia‐inspired classroom. To gain in‐depth information, this inquiry‐based study adapted a research design with ethnographic data collection techniques (i.e., interview, observation, document/artifact collection, and field‐notes), namely Spradley's Developmental Research Sequence Method, which was a well‐known, pioneer ethnographic method. The data were analyzed from an interpretive perspective using multiple lenses. These lenses included Spradley's DRS for the classroom culture, Corsaro's peer culture theory, the Reggio Emilia approach, and Ohio's Early Learning Content Standards. The study involved 18 preschoolers, 10 teachers, and a program director. The results indicated that the Reggio Emilia‐inspired preschool offered a science‐rich context that triggered and supported preschoolers' inquiries, and effectively engaged preschoolers' hands, heads, and hearts with science. The natural sciences learning in this Reggio Emilia‐inspired preschool classroom met and exceeded some of Ohio's prekindergarten standards. The results suggested that the Reggio pedagogy, grounded in inquiry, is compatible with science education goals. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1186–1208, 2010 相似文献
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This study aimed to examine the effects of creating digital stories (DSs) on the self-confidence of foreign language education (FLE) pre-service teachers with regard to technological, pedagogical and content knowledge (TPACK). A one-group pretest/posttest experimental research design was applied, supported by a qualitative approach. A total of 71 FLE pre-service teachers created DSs on a topic from the national foreign language programme. Data were collected through a self-confidence TPACK scale, demographic questionnaire, open-ended question and observations. Results showed positive significant differences between TPACK self-confidence scores before and after DS creation. Specifically, scores on technological pedagogical knowledge and technological knowledge improved significantly. The mean scores of technological content knowledge also improved, but the change was not significant. Moreover, qualitative data showed that FLE pre-service teachers used TPACK-relevant adjectives to describe their DSs as instructive, consistent with aims, appropriate for target students, thought provoking and creative. 相似文献
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Hilal Parlak Sert MsC RN Hatice Başkale PHD RN 《Health information and libraries journal》2023,40(3):262-274
Background
During the COVID-19 pandemic period, the level of anxiety and the duration of social media use increased in university students.Objectives
This study aimed to examine the relationship between coronavirus anxiety and social media addiction in university students.Methods
The sample consisted of 346 university students in Turkey. The data were collected online using the Sociodemographic Data Form, the Coronavirus Anxiety Scale Short Form and the Social Network Addiction Scale. The data were analysed using one-way analysis of variance, Mann–Whitney U test, Pearson correlation analysis, chi-square analysis and multiple linear regression analysis.Results
The results showed that the mean coronavirus anxiety score was higher in men than in women. Social media addiction increased as the daily time spent by the students on social media increased. A positive correlation was found between the daily time spent on social media before the pandemic and social media usage during the pandemic. It was concluded that students use social media more during the pandemic than before it and that social media addiction increases as the students' coronavirus anxiety increases.Conclusion
It is important to plan initiatives to reduce coronavirus anxiety to prevent social media addiction in young people.Study Location and Sample
The research population consisted of 1st and 2nd year students who are studying in the Medical Services and Techniques Department of Vocational School of Health Services at a university located in the west of Turkey, during the Fall Term of academic year 2020–2021. Students in this department are studying in anaesthesia, dialysis, first and emergency aid, medical laboratory techniques, medical imaging technique, and medical documentation and secretarial programmes. 相似文献17.
Fatma Gizem Karaoglan Yilmaz Hatice Durak 《Education and Information Technologies》2018,23(3):1277-1295
Math is a subject in which students are generally not very interested and are unsuccessful compared to other courses. It has been suggested that digital stories designed for educational purposes could be used to prevent students’ lack of interest and failure in this subject. However, designing stories that are fit for purpose is important if the use of digital stories is to be successful. The purpose of this study is to investigate pre-service teachers’ opinions about how they utilized the steps of Gagne’s model while designing digital stories for math lessons. The participants in the study were 49 pre-service teachers studying at a Math Department at a Turkish state university in the spring term of the 2014–2015 academic year. The Pre-service Teachers’ Opinion Form and a Personal Information Form, both developed by the researchers, were used as data collection tools in the study, in which the qualitative method was adopted. Content analysis was utilized to analyze the data collected through open-ended questions. When the findings were examined it was seen that pre-service teachers had designed digital stories in which they often chose to attract attention by creating interesting characters in the “gaining students’ attention” step of Gagne’s teaching model, that the main character stated the objectives/topic in the story precisely in the “informing students of the objectives” step, and that the characters created repeated the previous topic in the “stimulating recall of prior learning” step. In the current study, the integration of digital story design into lesson plans in accordance with Gagne’s model was carried out and pre-service teachers’ opinions about their experiences of this process were investigated. 相似文献
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Education and Information Technologies - The aim of this study is to examine the lifelong learning tendencies of English teachers, their professional competencies, and their self-efficacy in... 相似文献
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Education and Information Technologies - In this study, considering the effect of interactive learning environments on human cognition, we have examined extraneous processing effects of multimedia... 相似文献