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61.
This paper describes beliefs held about teaching and learning chemistry by Turkish teachers and student-teachers. The study investigated different aspects of pre-service and in-service teachers’ belief structures. Part of the study examined teachers’ overall beliefs, based on participants’ drawings of classroom situations. A qualitative evaluation was employed to offer information on (student-)teachers’ beliefs about classroom organisation, their beliefs about teaching objectives, and their stance on epistemological beliefs. Beliefs ranged from very traditional, teacher-centred ideas to modern, student-centred ones. Data evaluation was triangulated using a quantitative approach, which focused on whether beliefs were characterised by either teacher-centredness or learner-centredness. Additionally, a Likert questionnaire was used to evaluate the educators` beliefs about the nature of good education. The results for the group of participants are presented and compared. Implications for chemistry teacher education in Turkey will also be addressed. 相似文献
62.
Mete Akcaoglu Sedat Gumus Mehmet Sukru Bellibas D. Matthew Boyer 《Technology, Pedagogy and Education》2013,22(4):477-491
Technology has already become an indispensable part of our lives, and nations around the world see schools as the main agents to prepare their youth for a technology-filled future, and invest important amounts of funding to provide hardware to schools, students and teachers. The Turkish Ministry of National Education is in the midst of the FAT?H project, a nation-wide attempt to provide each classroom with an interactive whiteboard and each student with a tablet computer. In this paper, the authors present interview data from teachers at first-year FAT?H pilot schools who are using these technologies to understand how this national attempt is being translated into practice, and identify what is working and what areas need further attunement. Results show that teachers were especially content with being able to make their lessons visually more appealing for their students. They were, however, not satisfied with the in-service training provided, especially in understanding ways to effectively integrate the technologies into their teaching, and the limitations put upon Internet access from the tablets. The impacts of these tools on their teaching practices were very minimal. 相似文献
63.
This article introduces an exercise that simulates the negotiation process in a dynamic supply chain. The retailer and wholesaler roles are assigned to student groups who negotiate supply contracts in a number of rounds during a class period. Each group makes pricing, inventory, and ordering decision concurrently, and competes with others to achieve the highest profit. The exercise is easy to implement using pen and paper, and lends itself to a wide variety of negotiation environments. 相似文献
64.
Mehmet Sahin 《Journal of Science Education and Technology》2010,19(3):266-275
This study investigated the effects of problem-based learning on students’ beliefs about physics and physics learning and
conceptual understanding of Newtonian mechanics. The study further examines the relationship between students’ beliefs about
physics and their conceptual understanding of mechanics concepts. Participants were 124 Turkish university students (PBL = 55,
traditional = 69) enrolled in a calculus-based introductory physics class. Students’ beliefs about physics and physics learning
and their physics conceptual understanding were measured with the Colorado Learning Attitudes about Science Survey (CLASS)
and the Force Concept Inventory (FCI), respectively. Repeated measures analysis of variance of how PBL influence beliefs and
conceptual understanding were performed. The PBL group showed significantly higher conceptual learning gains in FCI than the
traditional group. PBL approach showed no influence on students’ beliefs about physics; both groups displayed similar beliefs.
A significant positive correlation was found between beliefs and conceptual understanding. Students with more expert-like
beliefs at the beginning of the semester were more likely to obtain higher conceptual understanding scores at the end of the
semester. Suggestions are presented regarding the implementation of the PBL approach. 相似文献
65.
This qualitative–case study examined how portfolio and portfolio assessment were perceived by prospective teachers. The participants
were 23 prospective teachers from seven different teaching areas from a Turkish university. A semi-structured individual interview
was conducted. The interview schedule included 15 open-ended questions. The main results emerged from content analysis were
that prospective teachers perceived portfolio as a learning and an assessment tool. Further, they believed that portfolio
was complementary rather than an alternative assessment method to traditional assessment procedures. 相似文献
66.
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
67.
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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69.
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
70.
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