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Primary science education is a concern around the world and quality mentoring within schools can develop pre‐service teachers' practices. A five‐factor model for mentoring has been identified, namely, personal attributes, system requirements, pedagogical knowledge, modelling, and feedback. Final‐year pre‐service teachers (mentees, n = 211) from three Turkish universities were administered a previously validated instrument to gather perceptions of their mentoring in primary science teaching. ANOVA indicated that each of these five factors was statistically significant (p<.001) with mean scale scores ranging from 3.36 to 4.12. Although mentees perceived their mentors to provide evaluation feedback (95%), model classroom management (88%), guide their preparation (96%), and outline the science curriculum (92%), the majority of mentors were perceived not to assist their mentees in 10 of the 34 survey items. Professional development programmes that target the specific needs of these mentors may further enhance mentoring practices for advancing primary science teaching. 相似文献
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Allaberen Ashyralyev Doghonay Arjmand Muhammet Koksal 《Journal of The Franklin Institute》2009,346(7):651-662
In the present paper, the use of three-step difference schemes generated by Taylor's decomposition on four points for the numerical solutions of third-order time-varying linear dynamical systems is presented. The method is illustrated for the numerical analysis of an up-converter used in communication systems. 相似文献
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Serkan Narli Nurettin Yorek Mehmet Sahin Muhammet Usak 《Journal of Science Education and Technology》2010,19(5):456-469
This study investigates the possibility of analyzing educational data using the theory of rough sets which is mostly employed
in the fields of data analysis and data mining. Data were collected using an open-ended conceptual understanding test of the
living things administered to first-year high school students. The responses of randomly selected 60 students among the participants
were analyzed using rough set approach on the basis of “nine attitudinal typologies toward wildlife” defined by Kellert (1996). Student responses were tabulated to be used in rough sets and upper and lower approximation analyses were carried out.
Students were found to display the characteristics of four out of nine typologies. Analyses revealed that some students who
possessed characteristics of a certain typology may partially display the characteristics of other typologies and these typologies
could be determined using rough set theory. 相似文献
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Muhammet Arican 《International Journal of Science and Mathematics Education》2018,16(2):315-335
The purpose of this study was to investigate eight preservice middle and high school mathematics teachers’ solution strategies when solving single and multiple proportion problems. Real-world missing-value word problems were used in an interview setting to collect information about preservice teachers’ (PSTs) reasoning about proportional relationships. An explanatory case study methodology with multiple cases was used to make comparisons within and across cases. Analysis of the semi-structured interviews with each PST revealed that using practical problems, in which plastic gears and a mini balance system were provided, and multiple proportion problems facilitated the PSTs’ recognition of the proportional relationships in their solutions. Therefore, they avoided using cross-multiplication and erroneous strategies in those problems. Among the strategies that the PSTs used in solving single and multiple proportion problems, the ratio table strategy was the most frequent and effective strategy. The ratio table strategy enabled the PSTs to recognize the constant ratio and product relationships more than the other strategies. The results of this study illuminate how PSTs reason about proportional relationships when they cannot rely on computation methods like cross-multiplication. 相似文献
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Education and Information Technologies - Accreditation studies and the number of programs that are accredited in engineering education are increasing day by day. In the auditing process, under the... 相似文献
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Yusuf Ziya Olpak Serdal Baltaci Muhammet Arican 《Education and Information Technologies》2018,23(6):2323-2340
This study investigated the effects of two different accountability scoring mechanisms (ASMs), which were used during the peer instruction (PI) process, on preservice middle school mathematics teachers’ (PSTs) achievements in statistics and probability. In the spring semester of 2016–2017 academic year, 46 third-year PSTs, who had been attending a statistics and probability course, participated in the study. Based on their pre-test scores, the PSTs were randomly divided into two equally achieving groups (Group 1 and Group 2). The data of this study were collected using an academic achievement test and PI and course evaluation forms. A learning management system (LMS), which was a web-based application designed by the first author, was used in collecting the PSTs’ responses to the given conceptual questions. Two different ASMs were used in calculating the PSTs’ PI scores. The findings showed that the PSTs in Group 1 obtained significantly higher overall academic, PI, and post-test scores than the PSTs in Group 2. Therefore, the PSTs’ PI and overall academic achievement scores differed based on the ASM used. Thus, using an ASM during a PI process found to be effective in increasing the PSTs’ engagement in the peer discussion. Finally, the analysis of the PSTs’ opinions regarding to the PI, learning process, and learning environment indicated their overall satisfaction. 相似文献
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