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Aylin Cam Yusuf Sulun Gokhan Guven Sertac Arabacioglu 《Educational Research and Evaluation》2013,19(5):441-458
The purpose of this study was to translate the original version of the Epistemic Belief Inventory developed by Schraw, Bendixen, and Dunkle (2002) for pre-service teachers in a Turkish context and validate its construct. Studies on the epistemological beliefs of Turkish students have been heretofore limited in number and have been largely conducted using adapted versions of the Schommer (1990) instrument. First, the original questionnaire was translated from English to Turkish and then was scrutinized by experts in language, content, measurement, and evaluation. Then, the revised questionnaire was administered to 166 Turkish pre-service teachers. The results of exploratory factor analyses suggested 3 epistemological belief dimensions – quick learning, innate ability, and certain knowledge. The results of the study further revealed support for multidimensional theories of epistemological beliefs among pre-service teachers. In order to verify the results of the present study, further examination of pre-service teachers' epistemological belief systems is necessary. 相似文献
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Bingolbali Erhan Demir Gokhan Monaghan John D. 《International Journal of Science and Mathematics Education》2021,19(6):1187-1208
International Journal of Science and Mathematics Education - This paper examines a didactic phenomenon, a perception that the elements of sets have a common property, e.g. that {1, 2, 3} and {a, b,... 相似文献
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Gokhan Savas 《British Journal of Sociology of Education》2014,35(4):506-522
This paper reviews the existing literature to discuss how critical race theory has been applied as a theoretical framework to higher educational research in the United States and what its contributions are. To provide necessary context, I will discuss race and racism in the United States, the background of US higher education in relation to race, the emergence of critical race theory and its application in US higher education. 相似文献
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This mixed-method research attempted to clarify the role of visuospatial abilities in learning about mineralogy. Various sources
of data—including quantitative pre- and postmeasures of spatial visualization and spatial orientation tests and achievement
scores on six measures and qualitative unstructured observations, interviews, and field trip notes—were utilized to document
the abilities and learning of 27 university students. Results indicated that (a) some students had initial difficulty with
certain visual concepts, such as 3D crystal models, symmetry elements, mirror symmetry, rotation, inversion, and combination
of symmetry elements while they were learning about mineralogy; (b) learning about mineralogy and spatial ability are two
interrelated components; while the mineralogy course improved students’ spatial ability, their existing spatial abilities
had a strong influence on facilitating mineralogy learning; and (c) spatial visualization skill is a better predictor of mineralogy
achievement than spatial orientation skill. While the discussions highlighted the role of visuospatial thinking in learning
about mineralogy, it is argued that researchers and curriculum developers should focus on the productive role of visuospatial
thinking in learning about science. 相似文献
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The purpose of this study was to investigate the types, sources, and cognitive levels of tasks that included real-life situations used in science and mathematics lessons in the classrooms of two 5th-grade teachers at an urban elementary school in Turkey. A qualitative approach was used to analyze data that included classroom observations, teacher interviews, and document collection. Results showed that in contrast to mathematics instruction, science instruction often relied on real-life situations in explaining scientific concepts. Mathematics lessons mainly included textbook-oriented real-life situations. On the other hand, the science lessons relied primarily on teacher- and student-oriented real-life contexts. While science instruction included personal, social, global, and historical situations, mathematics instruction involved only personal and educational situations in making real-life connections. Results further showed that, in contrast to science instruction, many of the real-life tasks used by the teacher in the mathematics lessons were cognitively demanding. 相似文献
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