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Ozgul Yilmaz-Tuzun 《Journal of Science Teacher Education》2008,19(2):183-204
In this study, a Beliefs About Teaching (BAT) scale was created to examine preservice elementary science teachers’ self-reported
comfort level with both traditional and reform-based teaching methods, assessment techniques, classroom management techniques,
and science content. Participants included 166 preservice teachers from three different US universities. Analyses revealed
significant correlations among participants’ confidence level with assessment techniques, classroom management, teaching methods,
and science content and number of science methods and science content courses taken. A significant difference was observed
among the students enrolled at each university. Overall, study participants felt more comfortable teaching biology concepts
than teaching chemistry concepts, physics concepts, or both. 相似文献
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This study was conducted in order to identify the intensity of Turkish students’ views with regard to environmental issues presented in the national curriculum and to determine how these views differ by gender, grade level, previous science achievement, socio‐economic status (SES), and school location. For this project, a 51‐item Attitude Toward Environmental Issues Scale (ATEIS) was created and utilized. In total, the scale involved 30 distinct environmental issues. These environmental issues are emphasized in the current Turkish science education curriculum. A total of 458 students in grade 4–8 classrooms completed the scale. Rasch analysis results indicated that, in general, the students felt environmental problems should be confronted in Turkey. But when students were presented with a range of survey items stating that a particular environmental issue should take precedence over economic growth, it was often very difficult for students to agree. On the other hand, when students were simply presented a range of survey issues concerning environmental problems in Turkey, it was easy for them to agree with the presence (or importance) of these environmental issues in Turkey. Subsequent analysis suggested that the set of ATEIS survey items were understood and functioned in a similar measurement manner for male and female students, as well as elementary and middle school students. Results of ANOVA analyses indicated that recent high achievement in science courses resulted in more positive attitudes toward environmental issues. T‐test analyses revealed that the older female students of this data set exhibited more support for environmental issues than did male students. Students with high family income, and those students living in urban areas, displayed more positive attitudes toward environmental issues than did students with low family income, and those living in suburban areas. 相似文献
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Mustafa Sami Topcu Troy D. Sadler Ozgul Yilmaz‐Tuzun 《International Journal of Science Education》2013,35(18):2475-2495
The purpose of the current study is to explicitly test the extent to which issue contexts affect the informal reasoning processes engaged in by individuals. In order to address the research question framing this study, we engaged 39 Turkish preservice science teachers (PSTs) in interviews designed to elicit argumentation related to multiple socioscientific scenarios. Three scenarios related to gene therapy, another three related to human cloning, and the final scenario related to global warming. The data were analyzed using an interpretive qualitative research approach. Our work builds on a framework initially proposed by Toulmin in 1958. This study has provided new evidence related to informal reasoning in the context of socioscientific issues (SSI). At the sample level, there was strong consistency in informal reasoning quality among varying socioscientific scenarios. However, finer‐grained analyses indicated a greater level of variability in the informal reasoning practices of individual PSTs. These results support previous conclusions that suggest context dependence for informal reasoning related to SSI. This study provides an initial picture of the reasoning practices of preservice teachers as opposed to science learners. The results indicate that teachers, at least those in this Turkish setting, would benefit from learning experiences that support their own informal reasoning practices as well as their ability to foster development of these practices among their students. We encourage the field to continue the investigation of SSI as contexts for education particularly as it relates to the education of teachers. 相似文献
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Sinan Ozgelen Ozgul Yilmaz-Tuzun Deborah L. Hanuscin 《Research in Science Education》2013,43(4):1551-1570
The purpose of this study was to explore the effect of the inquiry-based and explicit–reflective laboratory instruction on preservice science teachers’ (PSTs) conceptions of the nature of science (NOS) aspects. This study was carried out during the Laboratory Application in Science II course. All 52 preservice elementary science teachers enrolled in the course consented to participate in the study; 37 were female and 15 were male, with a mean age of 22.8 years. All had the same science major background, and all of them were juniors. The course provided meaningful and practical inquiry-based experiences, as well as explicit and reflective instruction about NOS. Each week, a specific NOS aspect was targeted related to the inquiry-based laboratory investigation. The design of the study was qualitative and exploratory in nature. At the beginning of the study, the Views of Nature of Science Questionnaire Version B open-ended questionnaire was applied to explore PSTs’ NOS views. At the end of the semester, the same questionnaire was conducted to determine the impact of the explicit–reflective and inquiry-based laboratory instruction. The results showed that many PSTs improved their views of NOS in each element, although to different degrees. 相似文献
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This study investigated preservice elementary science teachers’ (PSTs) informal reasoning regarding socioscientific issues (SSI), their epistemological beliefs, and the relationship between informal reasoning and epistemological beliefs. From several SSIs, nuclear power usage was selected for this study. A total of 647 Turkish PSTs enrolled in three large universities in Turkey completed the open-ended questionnaire, which assessed the participants’ informal reasoning about the target SSI, and Schommer’s (1990) Epistemological Questionnaire. The participants’ epistemological beliefs were assessed quantitatively and their informal reasoning was assessed both qualitatively and quantitatively. The findings revealed that PSTs preferred to generate evidence-based arguments rather than intuitive-based arguments; however, they failed to generate quality evidence and present different types of evidence to support their claims. Furthermore, among the reasoning quality indicators, PSTs mostly generated supportive argument construction. Regarding the use of reasoning modes, types of risk arguments and political-oriented arguments emerged as the new reasoning modes. The study demonstrated that the PSTs had different epistemological beliefs in terms of innate ability, omniscient authority, certain knowledge, and quick learning. Correlational analyses revealed that there was a strong negative correlation between the PSTs’ certain knowledge and counterargument construction, and there were negative correlations between the PSTs’ innate ability, certain knowledge, and quick learning dimensions of epistemological beliefs and their total argument construction. This study has implications for both science teacher education and the practice of science education. For example, PST teacher education programs should give sufficient importance to training teachers that are skillful and knowledgeable regarding SSIs. To achieve this, specific SSI-related courses should form part of science teacher education programs. 相似文献
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