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Arzu Saka Lale Cerrah Ali Rıza Akdeniz Alipaşa Ayas 《Journal of Science Education and Technology》2006,15(2):192-202
The study was carried out with 175 Turkish students by using drawings at different ages understanding of gene, DNA and chromosome concepts. Students from 8th, 9th, 11th grades and, science and biology student teachers were simply asked to draw the structure of gene, DNA and chromosome in a cell and also to give explanations about these three concepts. Differences in understanding between the age groups were found to be significant for the concepts of gene and DNA. None of the groups exhibit sound understanding and regardless of the age levels, students in all groups had alternative ideas about the three concepts investigated. 相似文献
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Alipa?a Ayas Haluk ?zmen Muammer ?alik 《International Journal of Science and Mathematics Education》2010,8(1):165-184
The aim of the present study is to elicit students’ understanding of the particulate nature of matter via a cross-age study
ranging from secondary to tertiary educational levels. A questionnaire with five-item open-ended questions was administered
to 166 students from the secondary to tertiary levels of education. In light of the findings, it can be deduced that the number
of students’ responses categorized under the “sound understanding” category for each item increased with educational level,
except for U1. Also, it can be concluded that students’ specific misconceptions decreased steadily from SHS1 to SHS3, except
for item 4, but there is surprisingly a clear increase at U1. 相似文献
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Muammer Çalık Alipaşa Ayas Jazlin V. Ebenezer 《Research in Science & Technological Education》2013,31(3):283-308
The study aims to demonstrate evidence of (a) students’ conceptual change on solution rates; (b) students’ sub‐microscopic explanations of dissolution; and (c) retention of the concepts of solution rates. The sample consists of 44 Grade 9 students (18 boys and 26 girls) drawn purposively from two different classes (22 each) in the city of Trabzon, Turkey. The current study incorporates multiple methods of data collection: items from a solution concept test, clinical interviews and examination of students’ self‐assessment tasks. The results reveal that there is a statistically significant difference between scores in pre‐test and post‐test and between pre‐test and delayed test (p < 0.05). This research indicates that the intervention has improved students’ understanding of the conceptual relationship between solution rates and the sub‐microscopic explanation of dissolution. It has also helped in overcoming students’ alternative conceptions to some extent. However, alternative conceptions have not been eliminated completely. In the light of the results, this current study suggests that a simple model such as the four‐step constructivist teaching (4E) is efficient. 相似文献
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Muammer ?al&#;k Alipa&#;a Ayas Richard K. Coll Suat ünal Bayram Co&#;tu 《Journal of Science Education and Technology》2007,16(3):257-270
The research presented in this paper consisted of an investigation of the effectiveness of a four-step constructivist-based
teaching activity on student understanding of how pressure and temperature influence the dissolution of a gas in a liquid.
Some 44 Grade 9 students (18 boys and 26 girls) selected purposively from two school classes in the city of Trabzon, Turkey
participated in the study. Students’ understanding were evaluated from examination of two items from a purpose-designed solution
concept test, face-to-face semi-structured interviews and examination of students’ self-assessment exercises. Statistical
analysis using two-way ANOVA of student test scores point to statistically-significant differences in test and total scores
(p < 0.05) suggesting that the teaching activities employed help students achieve better conceptual understanding. Further,
no statistically significant differences were seen between post-test and delayed test scores, suggesting that teaching the
activities enable students to retain their new conceptions in their long-term memory. However, in a few instances the activities
resulted in the development of new alternative conceptions, suggesting teachers need to be conscious of the positive and negative
effects of any teaching intervention. 相似文献
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Bayram Co&#;tu Alipa&#;a Ayas Mansoor Niaz Suat ünal Muammer ?alik 《Journal of Science Education and Technology》2007,16(6):524-536
The objective of this study was to construct a teaching strategy for facilitating students’ conceptual understanding of the
boiling concept. The study is based on 52 freshman students in the primary science education department. Students’ ideas were
elicited by a test consisting of nine questions. Conceptual change strategy was designed based on students’ alternative conceptions.
Conceptual change in students’ understanding of boiling was evaluated by administering a pre-, post- and delayed post-test.
The test scores were analysed both by qualitative and quantitative methods. Statistical analysis using one-way ANOVA of student
test scores pointed to statistically significant differences in the tests and total scores (p < 0.05). Quantitative analysis of students’ responses on each test revealed different schema about changing their knowledge
system. Both qualitative and quantitative analyses suggest that the teaching activities facilitated students’ conceptual understanding.
No statistically significant differences were found between post-test and delayed post-test scores, suggesting that the teaching
strategy enabled students to retain their new conceptions in the long-term memory. 相似文献
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The aim of this study is to investigate and compare level of understanding of eighth‐grade students and student teachers in their final year in the science education department related to concepts of solution, gas, and chemical change. A qualitative and quantitative methodology was used for this investigation. Open‐ended questions and group discussion methods were used for data collection. Moreover, to examine how students visualize these concepts, students were asked to make drawings. The questions were administered to 50 students in Grade 8 and 50 student teachers in the science education department. Group discussions were conducted with 6 students and 6 student teachers. There were surprisingly similar alternative conceptions by both the students and the student teachers despite more instruction on these topics in the education of the student teachers. Based on the results, some suggestions are presented. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 相似文献
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Nesli Kala Fatma Yaman Alipaşa Ayas 《International Journal of Science and Mathematics Education》2013,11(3):555-574
The present study describes high school students’ conceptions about acids and bases in terms of pH, pOH, microscopic level, strength, and concentration. A total of 27 high school students participated in the study. The data was collected using 3 POE tasks and a semi-structured interview. The data analysis demonstrated that most of the students had poor understanding related to a drawing of weak and strong acids. In addition, the findings revealed that the POE’s were effective in terms of gathering students’ predictions and reasons for the prediction of outcomes in an open-ended format. The POE tasks also revealed that some of the students had misconceptions regarding pH and pOH. The students believed that pH was a measurement of the acidity, while pOH was a measurement of the basicity. The findings obtained have certain implications for the secondary chemistry program. 相似文献
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Kaya M Kaya G Kaya MD Atak M Saglam S Khawar KM Ciftci CY 《Journal of Zhejiang University. Science. B》2008,9(5):371-377
Chickpea is an important food legume crop of Turkey and is largely grown for human consumption on low moisture or salt-affected soils.The objective of the study was to find the effects of NaCl stress at electrical conductivities of 4.5,8.6,12.7 and 16.3 dS/m and seed sizes (7,8 and 9 mm) on germination and early seedling growth of three popular chickpea cultivars (AKN-97,Gokce and Uzunlu-99).Mean frequency of germination,germination time,germination index,root length,shoot length and seedling fresh weight showed seed size-dependent responses of cultivars to salt stress.In general,small seeds germinated and grew more rapidly compared to medium and large seeds of the same cultivars against all levels of salt stress,with the best results in cultivar Uzunlu-99.No effect of NaCl treatments was observed on frequency of germination; however,a drastic decrease in early seedling growth was recorded at increased NaCl concentrations.Regression analysis results showed a significantly positive rela-tionship (P<0.01) between seed size and mean germination time,whereas a significantly negative relationship was recorded between seed size and germination index,root length,shoot length.Moreover,linear regression values apparently confirmed that increased seed size in each cultivar affected decreased germination index,root and shoot lengths with enhanced mean germination time.Thus,it was concluded that the use of small seeds could considerably reduce the production costs of chickpea in salt-affected soils. 相似文献
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INVESTIGATING THE EFFECTIVENESS OF AN ANALOGY ACTIVITY IN IMPROVING STUDENTS’ CONCEPTUAL CHANGE FOR SOLUTION CHEMISTRY CONCEPTS 总被引：1，自引：0，他引：1
Muammer Çalik Alipaşa Ayas Richard K. Coll 《International Journal of Science and Mathematics Education》2009,7(4):651-676
This paper reports on an investigation on the use of an analogy activity and seeks to provide evidence of whether the activity
enables students to change alternative conceptions towards views more in accord with scientific views for aspects of solution
chemistry. We were also interested in how robust any change was and whether these changes in conceptual thinking became embedded
in the students’ long-term memory. The study has its theoretical basis in an interpretive paradigm, and used multiple methods
to probe the issues in depth. Data collection consisted of two concept test items, one-on-one interviews, and student self-assessment.
The sample consisted of 44 Grade 9 students selected from two intact classes (22 each), from Trabzon, Turkey. The interviews
were conducted with six students selected because of evidence as to their significant conceptual change in solution chemistry.
The research findings revealed statistically significant differences in pre-test and post-test scores, and pre-test and delayed
post-test scores (p<0.05), but no differences between post-test and delayed test scores (p>0.05). This suggests that the analogy activity is helpful in enhancing students’ conceptual understanding of solution chemistry,
and that these changes may be stored in the students’ long-term memory. 相似文献