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An Investigation of Effectiveness of Conceptual Change Text-oriented Instruction on Students' Understanding of Solution Concepts 总被引：2，自引：0，他引：2
Tacettin PinarbaŞi; NurtaÇ Canpolat Samih BayrakÇeken Ömer Geban 《Research in Science Education》2006,36(4):313-335
This study investigated the effect of conceptual change text-oriented instruction over traditional instruction on students' understanding of solution concepts (e.g., dissolving, solubility, factors affecting solubility, concentrations of solutions, types of solutions, physical properties of solutions) and their attitudes towards chemistry. The sample of this study consisted of 87 undergraduate students from two classes enrolled in an introductory chemistry course. One of the classes was assigned randomly to the control group, and the other class were assigned randomly to the experimental group. During teaching the topic of solution concepts in the chemistry curriculum, a conceptual change text-oriented instruction was applied in the experimental group whereas traditional instruction was followed in the control group. The results showed that the students in the experimental group performed better with respect to solution concepts. In addition, it has been found that there was no significant difference between the attitudes of students in the experimental and control groups towards chemistry. 相似文献
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Erenalp Büyüktopcu Zeliha Bayrak&#x; 《The International Journal of Art & Design Education》2020,39(2):367-376
Individual vendors and their market booths constitute a collective atmosphere in the marketplace by getting together with spatial arrangements, operational collaborations and event‐based dynamics. The base of study is how these dynamic interactions in a marketplace can find a place within the education process and representations of the architectural design studio. The workshop which was organised in this context consists of personal representations (drawings are produced for each individual market booth and represent all movements and time‐varying conditions on market booths by superposed layers) and collectively produced narratives (which emerged by gathering personal representations together in the studio). In this study, collective and generative potentials of education in a design studio will be discussed thanks to the transfers from the marketplace. 相似文献
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In a bilingual context, the mother tongue plays a key role in a child's social and personal development, in education and in second-language learning. There is a complex relationship between these three areas. Support for children receiving education through a second language is often in the form of additional learning opportunities in the second language. However, first-language competence has been shown to affect learning in the second language. This paper looks at pre-school migrant children in a bilingual context and investigates the nature of the children's bilingualism. Findings show that they do not have the same level of mother-tongue competence as children brought up in their country of origin. The paper goes on to consider the reasons for these differences in mother-tongue competence and possible responses. The paper concludes that for these children, nursery education in the mother tongue could raise levels of competence in the second language and increase wider educational opportunities, as well as contributing to mutual respect, social cohesion and harmony. There is a complex relationship between mother-tongue development, children's self-esteem, educational opportunities and second-language learning. This paper considers how this complex relationship affects groups of children in four European contexts: Turkey, Norway, Germany and Austria. 相似文献
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Zeliha Gunnur Dikmen Asli Pinar Filiz Akbiyik 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2015,25(3):377-385
Introduction
The emergency laboratory in Hacettepe University Hospitals receives specimens from emergency departments (EDs), inpatient services and intensive care units (ICUs). The samples are accepted according to the rejection criteria of the laboratory. In this study, we aimed to evaluate the sample rejection ratios according to the types of pre-preanalytical errors and collection areas.Materials and methods
The samples sent to the emergency laboratory were recorded during 12 months between January to December, 2013 in which 453,171 samples were received and 27,067 specimens were rejected.Results
Rejection ratios was 2.5% for biochemistry tests, 3.2% for complete blood count (CBC), 9.8% for blood gases, 9.2% for urine analysis, 13.3% for coagulation tests, 12.8% for therapeutic drug monitoring, 3.5% for cardiac markers and 12% for hormone tests. The most frequent rejection reasons were fibrin clots (28%) and inadequate volume (9%) for biochemical tests. Clotted samples (35%) and inadequate volume (13%) were the major causes for coagulation tests, blood gas analyses and CBC. The ratio of rejected specimens was higher in the EDs (40%) compared to ICUs (30%) and inpatient services (28%). The highest rejection ratio was observed in neurology ICU (14%) among the ICUs and internal medicine inpatient service (10%) within inpatient clinics.Conclusions
We detected an overall specimen rejection rate of 6% in emergency laboratory. By documentation of rejected samples and periodic training of healthcare personnel, we expect to decrease sample rejection ratios below 2%, improve total quality management of the emergency laboratory and promote patient safety.Key words: clinical laboratory services, total quality management, patient safety, preanalytical phase, preanalytical error 相似文献5.
The aim of this study is to assess prospective teachers’ views of some aspects of the nature of science (NOS) and the effects of a “Science, Technology and Society” (STS) course embedded with scientific investigation (SI) on these views. A questionnaire consisting of 13 items was given to 212 prospective teachers enrolled in a STS course before and after teaching. During the semester, participants were engaged in a specially designed pilot SI combined with explicit NOS instruction. Majority of the participants held traditional views of the target NOS aspects at beginning of the study. After the course there were significant changes in the conceptions of prospective teachers in majority target aspects of NOS as the results of a Sign test indicate. We suggest that the more suitable SI, performed in an active learning environment, related to target aspects of NOS must be selected to develop the more constructivist views about the NOS. 相似文献
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