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Background: Problem-based learning (PBL) is a teaching approach working in cooperation with self-learning and involving research to solve real problems. The first law of thermodynamics states that energy can neither be created nor destroyed, but that energy is conserved. Students had difficulty learning or misconceptions about this law. This study is related to the teaching of the first law of thermodynamics within a PBL environment. Purpose: This study examined the effectiveness of PBL on candidate science teachers’ understanding of the first law of thermodynamics and their science process skills. This study also examined their opinions about PBL. Sample: The sample consists of 48 third-grade university students from the Department of Science Education in one of the public universities in Turkey. Design and methods: A one-group pretest–posttest experimental design was used. Data collection tools included the Achievement Test, Science Process Skill Test, Constructivist Learning Environment Survey and an interview with open-ended questions. Paired samples t-test was conducted to examine differences in pre/post tests. Results: The PBL approach has a positive effect on the students’ learning abilities and science process skills. The students thought that the PBL environment supports effective and permanent learning, and self-learning planning skills. On the other hand, some students think that the limited time and unfamiliarity of the approach impede learning. Conclusions: The PBL is an active learning approach supporting students in the process of learning. But there are still many practical disadvantages that could reduce the effectiveness of the PBL. To prevent the alienation of the students, simple PBL activities should be applied from the primary school level. In order to overcome time limitations, education researchers should examine short-term and effective PBL activities. 相似文献
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Erdal Binboğa Serdar Tok Fatih Catikkas Senol Guven Senol Dane 《Journal of sports sciences》2013,31(9):982-988
Abstract We investigated the effect of verbal encouragement on maximal voluntary contraction (MVC) level of the triceps surae muscle group. Our secondary focus was to examine whether the effect of verbal encouragement on MVC level varies as a result of conscientiousness. While the participants performed plantar flexion, MVCs of the triceps surae muscle group were measured using rectified and smoothed surface electromyography (rsEMG) during the absence and presence of verbal encouragement. Participants completed questions from the Five Factor Personality Inventory concerning conscientiousness and were divided into high- and low-conscientiousness groups according to a median split. The sample included 30 female and 53 male elite athletes. In the entire cohort, there was no significant difference in MVCs with and without verbal encouragement. When the sample was partitioned by conscientiousness scores, verbal encouragement led to a significant increase in MVC in the low-conscientiousness group, whereas verbal encouragement led to a non-significant decrease in MVC in the high-conscientiousness group. Percentage change in MVC across experimental conditions was significantly different between the groups, with a 9.72% increase during verbal encouragement of the low-conscientiousness group, and a 2.47% decrease during verbal encouragement of the high-conscientiousness group. 相似文献
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In this paper, a different internal fault modeling and an identification algorithm are presented. There has been an increasing concern about turn-to-turn faults in transformers because of the high costs of unexpected outages. It is not always possible to analyze the transformer behavior under such faults at rated conditions, since the tests are highly destructive. To develop transformer internal fault detection technique, a transformer model to simulate internal faults is required. This paper describes a novel technique and methodology for modeling and identifying transformer internal faults by using transmission line method (TLM) and fuzzy reasoning technique based on dynamic principal component analysis (PCA), respectively. The transformer has been modeled considering non-linearities as hysteresis and saturation. Transformer internal fault currents are successfully discriminated from the rated currents. The degree and priority of transformer internal faults are obtained by the proposed method. It is suited for implementation on computers because of no computation complexity. Hence, the proposed algorithm can be used effectively in real-time fault identification problems. 相似文献
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Erdal Taslidere 《Psychology in the schools》2020,57(9):1385-1403
The current study aimed to determine and predict 12th-grade students' physics achievement in terms of some selected cognitive, physics-related effective, personal, and socioeconomic characteristics in Turkey. Four hundred and ninety-six students (273 female and 223 male) from 18 high schools formed the study group. Findings indicated that cognitive characteristics including science achievement and physics course grades explained the largest amount of variance (60.6%) in the achievement by itself. Physics interest and physics motivation as well as gender and perception of teacher-directed activities also explained a small amount of variance in student achievement. Although none of the socioeconomic characteristic variables were found to be significant, the entire model accounted for 64% of the variance in physics achievement. 相似文献
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A Study on Teaching Gases to Prospective Primary Science Teachers Through Problem-Based Learning 总被引：1，自引：0，他引：1
Erdal Senocak Yavuz Taskesenligil Mustafa Sozbilir 《Research in Science Education》2007,37(3):279-290
The aim of this study was to compare the achievement of prospective primary science teachers in a problem-based curriculum
with those in a conventional primary science teacher preparation program with regard to success in learning about gases and
developing positive attitudes towards chemistry. The subjects of the study were 101 first year undergraduate students, who
were in two different classes and who were taught by the same lecturer. One of the classes was randomly selected as the intervention
group in which problem-based learning (PBL) was used, and the other as the control in which conventional teaching methods
were used. The data were obtained through use of the gases diagnostic test (GDT), the chemistry attitude scale (CAS), and
scales specific to students’ evaluation of PBL such as the peer evaluation scale (PES), self evaluation scale (SES), tutor’s
performance evaluation scale (TPES) and students’ evaluation of PBL scale (SEPBLS). Data were analysed using SPSS 10.0 (Statistical
Package for Social Sciences). In order to find out the effect of the intervention (PBL) on students’ learning of gases, independent
sample t-tests and ANCOVA (analysis of co-variance) were used. The results obtained from the study showed that there was a statistically
significant difference between the experimental and control groups in terms of students’ GDT total mean scores and, their
attitude towards chemistry, as well as PBL has a significant effect on the development of students’ skills such as self-directed
learning, cooperative learning and critical thinking. 相似文献
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Child care subsidies are an important part of federal and state efforts to move welfare recipients into employment. One of the criticisms of the current subsidy system, however, is that it overemphasizes work and does little to encourage parents to purchase high-quality child care. Consequently, there are reasons to be concerned about the implications of child care subsidies for child development. In this paper, we provide a systematic assessment of the association between subsidy receipt and a wide range of child outcomes. Drawing on rich data from the Early Childhood Longitudinal Study, we document a negative relationship between child care subsidies and child development. In particular, our results suggest that subsidy receipt in the year before kindergarten is associated with lower reading and math test scores and greater behavior problems at kindergarten entry. Some of these negative effects persist until the end of kindergarten. A potential explanation for the poorer outcomes is that subsidized children are more likely to receive intense exposure to low-quality child care. 相似文献
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Development of an Instrument for Assessing Undergraduate Science Students’ Perceptions: The Problem-Based Learning Environment Inventory 总被引：1，自引：1，他引：0
Erdal Senocak 《Journal of Science Education and Technology》2009,18(6):560-569
This study aimed to develop and validate a problem-based learning environment inventory which would help teachers and researchers
to better understand student views on problem-based learning environments. The development of the inventory included the following
four steps: Item Formulation; Content Validation; Construct Validation; Reliability Calculation. It has 23 items allocated
to four scales: (1) Student Interaction and Collaboration; (2) Teacher Support; (3) Student Responsibility; (4) Quality of
Problem. Each learning environment item had a factor loading of at least 0.40 with its own scale, and less than 0.40 with
all other scales. The results of the factor analysis revealed that the four scales accounted for the 53.72% of the total variance.
The alpha reliability coefficient for the four scales ranged from 0.80 to 0.92. According to these findings, the Problem-based
Learning Environment Inventory is a valid and reliable instrument that can be used in the field of education. 相似文献
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The primary purpose of this study was to investigate the combined and partial effects of the Integrated Reading/Study Strategy
and Conceptual Physics Approach on ninth grade private high school students’ achievement in and attitudes toward optics. The
Integrated Reading/Study Strategy is a new strategy which was developed by integrating previously existing reading strategies
of the KWL and SQ3R with classroom lecturing. The Conceptual Physics Approach is an instructional strategy developed on the
basis of Conceptual Physics suggested by Paul G. Hewitt. To investigate the partial and combined effects of methods, factorial
design was used. The study was conducted with 124 students from two private high schools in the ?ankaya district region of
Ankara, Turkey. Various teaching/learning materials were developed and used for the study. Two measuring tools, Achievement
Test about Optics and Attitude Scale about Optics were used as pre and post tests before and after instruction. The study
continued for a two-month treatment period. The results of the study showed that the combined effect of the Integrated Reading/Study
Strategy and Conceptual Physics Approach improved students’ achievement significantly compared to the separate individual
methods. Although the product of the Integrated Reading/Study Strategy and Conceptual Physics Approach increased students’
attitudes more compared to the remaining methods, the result is not statistically significant. 相似文献
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Yotyodying Sittipan Dettmers Swantje Erdal Kerstin Jonkmann Kathrin 《Education and Information Technologies》2022,27(4):4905-4924
Education and Information Technologies - Facebook has been widely used among students, not only for socializing, but also for educational purposes. However, it is much less clear whether... 相似文献
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