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Siham Al-Amoush Silvija Markic Muhammet Usak Mehmet Erdogan Ingo Eilks 《International Journal of Science and Mathematics Education》2014,12(4):767-792
This paper discusses beliefs about teaching and learning chemistry. The sample includes chemistry student teachers and in-service teachers from Jordan, Turkey, and Germany. Two test instruments were used to investigate (student) teachers’ beliefs. A qualitative instrument was used to explore Beliefs about Classroom Organization, Beliefs about Teaching Objectives, and Epistemological Beliefs. A quantitative instrument was added to evaluate participants’ beliefs concerning the Nature of Good Education. The results show that Jordanian chemistry teachers and teacher trainees held the most traditional, teacher-centered, and transmission-oriented beliefs, while the German sample showed the most modern beliefs toward teaching and learning. Turkish (student) teachers evidenced more moderate beliefs, which tended to be between the two extremes, but that could still be positioned more closely to the traditional way of thinking. The results are discussed in the context of chemistry teacher education in the three respective countries. 相似文献
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At&#;c&#; U&#;ur Adem Aylin &#;enol Mehmet Burak Da&#;deviren Metin 《Education and Information Technologies》2022,27(5):5989-6014
Education and Information Technologies - The COVID 19 pandemic not only affected our health and social life in many aspects, but it also changed the classical way of training in classrooms and... 相似文献
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Mehmet Sahin Nurettin Yorek 《美中教育评论》2009,6(4):19-26
Students have long regarded science as a difficult subject because of hard and abstract concepts. Traditional science teaching has been depended mostly on visual instruction. This makes it difficult for visually impaired （VI） or partially sighted students included in regular classrooms to learn the concepts. Blind students on the other hand, have no visual input at all. They need to learn using other senses such as touching and hearing. Classrooms should be adapted and instruction should be adjusted for better science teaching to VI students. The purpose of this study was to investigate how VI students learn science. The results of the data obtained via interviews and observations revealed that VI students need instructional and environmental accommodations to learn science. They need more tactual and audio experiences than visual instruction. Suggestions and implications about teaching science to students with visual impairments are discussed. 相似文献
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The present study aims to identify first year Turkish Science undergraduates’ understandings and misconceptions of the concept
of light and its propagation. For this purpose, an instrument composed of four open-ended questions was developed by the researchers.
The diagnostic test was piloted with twenty students and modifications were made prior to the final administration of the
test. The content validity of the test questions was assessed by two physics researchers and one lecturer. These questions
were administered to a hundred first year undergraduates (aged 16–18) enrolled in the Science Teacher Training Department
in Ataturk University in Turkey. In addition, the semi-structured interviews of 30–40 min were conducted with the four students
whose responses involved common misunderstanding. All interview records were transcribed and analysed. The findings showed
that undergraduates’ understanding of light is poor and also they have important and prevalent misconceptions. Identified
misconceptions, some of which have been reported in the literature, are discussed qualitatively. The misunderstandings identified
were compared with those in the literature. The results have some implications for teaching light, suggesting that a substantial
revision of teaching strategies is needed.
相似文献
| Mehmet YalcinEmail: |
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Köse Mustafa Koçyiğit Mehmet Erdem Cahit Jega Idris Mohammed 《Education and Information Technologies》2021,26(4):4307-4328
Education and Information Technologies - This study aims to evaluate current locations of preschool education institutions and suggest alternative spatial arrangements in the Afyonkarahisar... 相似文献
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The aim of this study was to assess over time the hydration status of taekwon-do athletes during a preparatory camp. Measures of urine osmolality, conductivity, specific gravity and colour were made on the first urine sample passed by the participants (n = 32) in the morning before breakfast. The urinary measurements were made on samples collected at the beginning of the camp, 5 days later and one day before competition. Body mass was also measured at the same instants. Body mass (mean +/- s) was essentially the same on each of the measurement days (62.6 +/- 12.2, 62.7 +/- 12.3 and 62.2 +/- 12.6 kg, respectively). Mean urine osmolality at the beginning of the camp was relatively high (998 +/- 171 mOsmol . kg-1), suggesting that a significant number of the athletes were already hypohydrated. However, no significant differences were detected in urine osmolality at the three time points during the study. There were no significant differences in any of the four methods of urine analysis during the study (P > 0.05). The average values for all samples were 989 +/- 205 mOsmol . kg-1 for osmolality, 25.5 +/- 6.7 mS . cm-1 for conductivity, 1.017 +/- 0.010 g . cm-3 for specific gravity and 4 +/- 1 arbitrary units for colour. Correlation analysis between the different methods suggested moderately good agreement (correlation coefficient = 0.5-0.7) between all four measurement techniques (P < 0.01). The coefficients of variation for these techniques were relatively low (CV = 11.8 - 35.0%). The results of this study suggest that some of the taekwon-do athletes were slightly hypohydrated in the morning on each of the test days, but there was no evidence to suggest that most of the athletes further restricted their fluid intake to make weight. In addition, it appears that each of the four methods used gave essentially the same estimate of hydration status of these athletes. 相似文献
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Mehmet Buldu 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):121-132
Background Since the 1950s, there has been a growing body of research dealing with perceptions children have of scientists. Typically, research studies in this area have utilized children's drawings in an effort to discern what those perceptions are. Studies assessing perceptions children have of scientists have shown that children have stereotypical images of scientists. Although there is no direct evidence to demonstrate the link between children's images of science and scientists with their career choice, several researchers (including this researcher) have assumed that children's attitudes towards science are greatly influenced by their perceptions of science and scientists. Purpose This study aimed to find out if there was a difference in the way 5- to 8-year-old children drew scientists, taking account of age, gender and socio-economic status. Sample For this study a convenience sample of 30 young children was used. Participants included young children between the ages of 5 and 8 years from a public elementary school in Ankara, the capital city of Turkey. Although the sample of the study was obtained from one school in a metropolitan area, children involved in this preliminary study were from very different socio-economic backgrounds. As the sample size is very small for making comparisons, it was intended to have a similar number of children from different age groups and socio-economic backgrounds and both genders. Design and methods The researcher worked individually with each child who participated in this study in an interview setting. Although each child was asked a set of standard questions, and given a standard set of directions, each interview session was informal enough to allow the researcher to gain additional information about children's drawings and to clarify any of their responses. During the interview sessions, children's responses were noted by the researcher. Before the children were asked to draw their picture of a scientist, they were offered a set of coloured pencils or crayons and told to feel free to colour their drawing or any parts of it they would like to accentuate. At the end of the interview and drawing sessions, the researcher went through all the drawings and notes to get a ‘feel’ for and ascertain what was being said, identifying key themes in each drawing. Results The most common scientist type drawn in this study was the stereotypical scientist type: someone who conducts research, or someone who tries to invent a new material. But unlike previous studies, around 35% of the scientist figures drawn (n = 15) were of the social scientist type. Stereotypical images drawn by the current study participants included symbols of research, such as scientific instruments and laboratory equipment of all kinds, and symbols of knowledge, principally books and cabinets, technology and the products of science. An interesting finding of this study was that perceptions of young children differed due to their age. Children at the age of 8 years drew non-stereotypical scientist images, and they drew more detail than did their younger peers. When children were compared in terms of their gender, no significant differences were observed between girls and boys. But on the other hand, none of the boys drew female scientists, and five out of 30 children who were girls drew female scientists. While children of parents with lower socio-economic status drew more stereotypical scientist images, children of parents with higher economic status drew different images of scientists, a result which showed us that the scientist perceptions of young children differ with socio-economic status. Conclusions Emergent from this research has been a non-stereotypical perception of scientists, and some evidence exists that such a non-stereotypical perception differs due to age and socio-economic status. While these images may seem amusing, they also provide a reflection of the image that children have about what a scientist looks like. These images may have a powerful impact on present functioning and future plans of young children. 相似文献
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