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Background: The context-based approach (CBA) is one of the approaches that allow learning to take place with real and related context, and this has increasingly become more popular.

Purpose: The purpose of this study is to investigate the effect of the REACT strategy of the CBA on remedying 12th grade students’ alternative conceptions of ‘alkenes’ and improving their conceptual understanding.

Sample: The sample of the study consisted of 20 (10 girls and 10 boys – aged 17 to 18 years) 12th grade students who enrolled in the Chemistry course in the 2014–2015 academic year in a public high school.

Design and methods: Since the current study evaluated student gains in conceptual understanding by means of a pre-test, post-test, and delayed-test scores, the study used a single group pre-posttest research design. To gather data, an Alkenes Concept Test (ACT) with 15 multiple choice items and a semi-structured interview protocol with 4 open-ended questions were used. The ACT was administered before and after the intervention as pre- and post-tests. Then, the semi-structured interview protocol was carried out. The ACT was re-administered third time to the students as a delayed-test one month after the intervention.

Results: The results showed that the REACT strategy was effective to remedy the alternative conceptions and helped students to keep new conceptions in their long-term memory one month after the implementation.

Conclusions: The REACT strategy was effective in enhancing conceptual understanding of ‘alkenes’ and helping 12th grade students to link between the scientific concepts and daily life.  相似文献   

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Education and Information Technologies - This research aims to reveal factors affecting Information and Communication Technologies (ICT) integration in learning environments in Turkey. The...  相似文献   
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This paper studies the grant peer review process employed by the Turkish regional development agencies, which is adapted from a review procedure of the Education, Audiovisual and Culture Executive Agency of the European Union. To model this process, we consider a Bayesian strategic-form game played by three reviewers who observe both a common and a private score signal about an evaluated project and assign their scores to minimize the sum of their disutilities from the false acceptance and false rejection of the project. We numerically compute the Bayesian Nash equilibria of this game and conduct several comparative statics exercises, after calibrating the model parameters accordingly. We also introduce two simpler review processes and compare their performances to that of the calibrated process in terms of outcome statistics, involving pass and fail rates of the evaluated projects, and manipulation statistics, involving the reviewers’ manipulation rate and size of scores.  相似文献   
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The purpose of the current study was to examine primary and middle school principals’ evaluations of their own instructional leadership behaviours, and thereby pay closer attention to the ideal instructional leadership behaviours suggested in the related literature and the realities of principals’ instructional leadership behaviours. Although studies in the instructional leadership literature have vastly examined instructional leadership and its relationship with various variables, few studies have focused on school principals’ evaluations of their instructional leadership behaviours using a qualitative approach. This study was framed to contribute to gain an insight into the essential characteristics of instructional leadership in Turkey and to suggest some educational implications for school leadership in a Turkish context. The researchers conducted a qualitative case study in a large city in South-eastern Turkey in the academic year of 2012–2013. The study group consisted of 11 primary and middle school principals chosen via a maximum variation sampling technique. It was found that some of the school principals painstakingly tried to improve school-related factors which may potentially increase positive student outcomes. However, they were not able to display some instructional leadership behaviours such as change management, promoting teachers’ professional growth, collaborating with teachers and forming a positive learning environment due to multifarious reasons. The study concludes by presenting implications for the development of school principals as instructional leaders in Turkey.  相似文献   
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Research exploring the possible link between quality of argumentation and content knowledge is not straightforward. Some studies suggest a positive relationship (e.g. Dawson & Schibeci in J Biol Educ 38(1):7–12, 2003) while others do not (e.g. Zohar & Nemet in J Res Sci Teach 39:35–62, 2002). This study examined the possible relationship between pre-service science teachers’ (PSTs) lines of argument regarding genetic cloning issues and their knowledge of the related content. In the research, pre-service teachers were divided into groups according to the results of a conceptual understanding test on genetic cloning, and were categorized as high, middle and low achievers. After introducing three socio-scientific scenarios (relating to genetic cloning) with the intention of prompting lines of argumentation, the PSTs then participated in semi-structured interviews with the research team. It was revealed that there is not a significant relationship between the quality of socio-scientific argumentation among PSTs and their knowledge of content in the domain of cloning. Explanations for these results are discussed in light of the related literature and with reference to the interviews.  相似文献   
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Learning Environments Research - The purpose of the current research was to investigate the perceptions and experiences of university students regarding three different teaching and learning...  相似文献   
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INTRODUCTIONLet ú3={(x1,x2,x3)|x1,x2,x3∈ú} be a 3D vector space, x=(x1,x2,x3) and y=(y1,y2,y3) be two vectors in ú3. The pseudo scalar product of x and y is defined by  相似文献   
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