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&#;zer Ferah Do&#;an Nihal Yalaki Yal&#;&#;n Irez Serhat &#;akmakci G&#;ltekin 《Research in Science Education》2019,51(2):757-782
The effective continuing professional development (CPD) programs primarily aim to have an impact on teachers’ knowledge bases, beliefs, and views and their classroom practices, which rationally lead most of the researchers to investigate those changes on teachers primarily. Although neglected, the interrelationship between CPD programs and students is considered complex, and CPDs ultimately aim to have an impact on students’ views, too. Therefore, the purpose of this study is to survey the changes of middle school students’ views of the nature of science (NOS) by providing a large-scale CPD to their teachers and, in other words, identify the impact of CPD on ultimate beneficiaries, namely students. In this study, 10 science teachers’ data and, in the first phase, 481 and, in the second phase, 422 students’ data and the changes in their NOS views were analyzed. Results showed that the students’ and teachers’ NOS views changed positively. For the impact of teachers on the students’ views, the teachers’ prior NOS knowledge, years of experience, and the number of implemented activities were found to be the influential factors for the transmission of NOS views.
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This study aimed to assess grade 10 Turkish students' and science teachers' conceptions of nature of science (NOS) and whether these conceptions were related to selected variables. These variables included participants' gender, geographical region, and the socioeconomic status (SES) of their city and region; teacher disciplinary background, years of teaching experience, graduate degree, and type of teacher training program; and student household SES and parents' educational level. A stratified sampling approach was used to generate a representative national sample comprising 2,087 students and 378 science teachers. After establishing their validity in the Turkish context, participants were administered a questionnaire comprising 14 modified “Views on Science‐Technology‐Society” (VOSTS) items to assess their views of certain aspects of NOS. A total of 2,020 students (97%) and 362 teachers (96%) completed the questionnaire. Participant responses were categorized as “naïve,” “have merit,” or “informed,” and the frequency distributions for these responses were compared for various groupings of participants. The majority of participants held naïve views of a majority of the target NOS aspects. Teacher views were mostly similar to those of their students. Teacher and student views of some NOS aspects were related to some of the target variables. These included teacher graduate degree and geographical region, and student household SES, parent education, and SES of their city and geographical region. The relationship between student NOS views and enhanced economic and educational capitals of their households, as well as the SES status of their cities and geographical regions point to significant cultural (specifically Western) and intellectual underpinnings of understandings about NOS. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1083–1112, 2008 相似文献
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Dulkadir Yaman Nihal Kabakçı Yurdakul Işıl 《Education and Information Technologies》2022,27(6):7451-7469
Education and Information Technologies - The purpose of this study was to investigate the parental mediation of children’s internet use from middle school students’ point of view. In... 相似文献
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The purpose of this study is to examine the effect of teachers’ professional learning opportunities on instructional quality, which represents a combined approach of behaviorist, cognitivist, and constructivist principles in teaching. We incorporated professional learning communities (PLCs), professional development (PD) days, as well as 3 PD types (traditional, reform-based, and informal) to provide a comprehensive account of teachers’ professional learning opportunities. Using the extant large-scale data, the Teaching and Learning International Survey (TALIS), from 3,213 middle-school teachers in Turkey, we found that PLCs and reform-based PD activities produced statistically significant effects on instructional quality, ranging from high to moderate effects, all other PD variables held constant. Discussion on the results was centered on the schools for being a venue for professional learning and the potential of collaborative structures to promote teachers’ development. 相似文献
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Nihal G. Maremanda Kislay Roy Rupinder K. Kanwar Vidyarani Shyamsundar Vijayalakshmi Ramshankar Arvind Krishnamurthy Subramanian Krishnakumar Jagat R. Kanwar 《Biomicrofluidics》2015,9(5)
The role of circulating tumor cells (CTCs) in disease diagnosis, prognosis, monitoring of the therapeutic efficacy, and clinical decision making is immense and has attracted tremendous focus in the last decade. We designed and fabricated simple, flat channel microfluidic devices polydimethylsiloxane (PDMS based) functionalized with locked nucleic acid (LNA) modified aptamers (targeting epithelial cell adhesion molecule (EpCAM) and nucleolin expression) for quick and efficient capture of CTCs and cancer cells. With optimized flow rates (10 μl/min), it was revealed that the aptamer modified devices offered reusability for up to six times while retaining optimal capture efficiency (>90%) and specificity. High capture sensitivity (92%) and specificity (100%) was observed in whole blood samples spiked with Caco-2 cells (10–100 cells/ml). Analysis of blood samples obtained from 25 head and neck cancer patients on the EpCAM LNA aptamer functionalized chip revealed that an average count of 5 ± 3 CTCs/ml of blood were captured from 22/25 samples (88%). EpCAM intracellular domain (EpICD) immunohistochemistry on 9 oral squamous cell carcinomas showed the EpICD positivity in the tumor cells, confirming the EpCAM expression in CTCs from head and neck cancers. These microfluidic devices also maintained viability for in vitro culture and characterization. Use of LNA modified aptamers provided added benefits in terms of cost effectiveness due to increased reusability and sustainability of the devices. Our results present a robust, quick, and efficient CTC capture platform with the use of simple PDMS based devices that are easy to fabricate at low cost and have an immense potential in cancer diagnosis, prognosis, and therapeutic planning. 相似文献
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Education and Information Technologies - The aim of this study is to examine the lifelong learning tendencies of English teachers, their professional competencies, and their self-efficacy in... 相似文献
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Pinar Seda Cetin Nihal Dogan Ali Yigit Kutluca 《Journal of Science Teacher Education》2014,25(3):309-331
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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