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Mental computation helps children understand how numbers work, how to make decisions about procedures, and how to create different
strategies to solve math problems. Although researchers agree on the importance of mental computation skills, they debate
how to help students develop these skills. The present study explored the existing literature in order to identify key points
that are related to students’ use of different mental calculation strategies in a variety of settings and their conceptual
understanding of those strategies. 相似文献
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This study aims to analyze the effects of communication skills training program provided to the mothers on the social skills of their children. The study uses pre- and post-tests control group design. Experiment and control groups consisted of a total of 30 six-year-old children who were enrolled in nursery school. Experiment group consisted of 15 children; control group consisted of 15 children. The mothers of the children in experiment group were provided communication skills training for 13 weeks. SSES （social skills evaluation scale） was administered to the children before and after the training. The results of pre- and post- tests were compared and the effects of mothers＇ training program on the social skills of the children were investigated. 相似文献
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Research in Science Education - The purpose of this study was to examine pre-service science teachers’ (PSTs) development of multiple levels of representation and written arguments using an... 相似文献
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Humeyra Ozturk Emre Fatma Hande Karpuzoglu Cihan Coskun Ebru Demirel Sezer Ozlem Goruroglu Ozturk Fatma Ucar Hikmet Can Cubukcu Fatma Demet Arslan Levent Deniz Mehmet Senes Mustafa Serteser Cevat Yazici Dogan Yucel Abdurrahman Coskun 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(1)
IntroductionTo interpret test results correctly, understanding of the variations that affect test results is essential. The aim of this study is: 1) to evaluate the clinicians’ knowledge and opinion concerning biological variation (BV), and 2) to investigate if clinicians use BV in the interpretation of test results.Materials and methodsThis study uses a questionnaire comprising open-ended and close-ended questions. Questions were selected from the real-life numerical examples of interpretation of test results, the knowledge about main sources of variations in laboratories and the opinion of clinicians on BV. A total of 399 clinicians were interviewed, and the answers were evaluated using a scoring system ranked from A (clinician has the highest level of knowledge and the ability of using BV data) to D (clinician has no knowledge about variations in laboratory). The results were presented as number (N) and percentage (%).ResultsAltogether, 60.4% of clinicians have knowledge of pre-analytical and analytical variations; but only 3.5% of them have knowledge related to BV. The number of clinicians using BV data or reference change value (RCV) to interpret measurements results was zero, while 79.4% of clinicians accepted that the difference between two measurements results located within the reference interval may be significant.ConclusionsClinicians do not use BV data or tools derived from BV such as RCV to interpret test results. It is recommended that BV should be included in the medical school curriculum, and clinicians should be encouraged to use BV data for safe and valid interpretation of test results. 相似文献
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Filiz Yurtal 《Pastoral Care in Education》2004,22(2):39-41
Name-calling is a common problem among primary school children in Turkey as in other countries. The Name-Calling Survey and Peer Beliefs Inventory were used to determine the relationships between name-calling and peer beliefs amongst a group of 319 primary school children in Turkey. Name-calling was found to be more common amongst boys than girls. A negative relationship was found between name-calling and peer beliefs, so that the greater experience of name-calling, the more children disliked their peers. Gender and grade level were found to have a significant negative relationship. The name-calling experiences of students affected their friendship relationships negatively, which contributed to violence in schools. School counsellors must be aware of name-calling victims and perpetrators, as well as organizing educational programmes aimed at helping students to cope with these problems. 相似文献
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Fatma Yaman 《International Journal of Science and Mathematics Education》2018,16(3):421-442
This study investigates the effect of the science writing heuristic (SWH) approach on the quality of prospective science teachers’ (PSTs) argumentative writing and their understanding of the components of argumentation in the SWH approach and their own learning. Ten SWH approach activities were implemented during the semester. The study was carried out with 31 PSTs. A case study design was used. Data included the SWH approach’s grading rubric and semistructured interviews. While the ANOVA and Bonferroni tests were used to analyze the SWH approach’s grading rubric, content analysis was used to analyze the semistructured interviews conducted with 12 PSTs. The ANOVA results showed a statistical difference among the writing performance of the PSTs (F = 14.493, p < 0.01). The findings gathered from the interviews revealed that the quality of the argumentative writing and research skills of the PSTs increased over time. The PSTs made explicit associations among their beginning questions, data and observations, and claims and evidence, and they made distinctions between their data, observations, and evidence. Multiple representations played an important role in providing evidence to support claims. Moreover, the process of negotiation helped PSTs learn more effectively, and they believed that the argument-based inquiry lab was beneficial to their learning and their future vocational careers as teachers. 相似文献
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İkbal Tuba Şahin-Sak Ramazan Sak Fatma Tezel-Şahin 《Early Years: An International Journal of Research and Development》2018,38(1):35-52
This survey-based quantitative study investigates 310 Turkish preschool teachers’ views about classroom management, using the following six models of disciplinary strategy: behavioral change theory, Dreikurs’ social discipline model, Canter’s assertive discipline model, the Glasser model of discipline, Kounin’s model, and Gordon’s teacher effectiveness training (TET) model. Data were collected through a demographic information form and the Discipline Strategies Questionnaire. The results showed that the participant teachers usually agreed with items that reflected a child-centered approach to classroom management. Also, the respondents’ views of Dreikurs’ social discipline model and Gordon’s TET model differed according to their gender. The teachers’ views related to behavioral change theory and Gordon’s TET also varied markedly, depending on the ages of the children they taught. 相似文献
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Polat F 《Journal of deaf studies and deaf education》2003,8(3):325-339
Deafness is more than a medical condition. Recent theories have emphasized the importance of environmental factors on the psychosocial development of deaf children. As part of a larger scale study, this article aims to investigate the impact of the following variables on deaf students' psychosocial adjustment in Turkey: student-related background and experiential characteristics, parent-related variables, school-related factors, and teacher-related variables. The sample of 1,097 deaf students enrolled in the elementary, secondary, and high schools was drawn from 34 schools in 24 cities on a national geographical spread. The multiple regression analysis revealed that degree of hearing loss, additional handicap, and age at onset of deafness were negatively related to psychosocial adjustment of deaf students. However, there was a positive relationship between psychosocial variables and some of the independent variables, such as use of hearing aids, speech intelligibility, academic achievement, parental hearing status, and communication methods used at school. The findings of the study do not support a "pathological" view of deafness, suggesting that it was not deafness per se but that some environmental factors were also influential on the psychosocial adjustment of deaf students. 相似文献