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Çakır Nur Akkuş Çakır Murat Perit Lee Frank J. 《Educational technology research and development : ETR & D》2021,69(5):2683-2703
Educational technology research and development - This paper presents a game-design workshop built around a digital art installation featuring video games displayed over a real-world skyscraper to... 相似文献
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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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Use of different teaching materials and curriculum for the same subjects is always a confounding factor in studies investigating teacher characteristics and student achievement. The purpose of this study is to understand the effects of different teacher qualities on student achievement in high schools with a standards-based curriculum delivered over a blended learning environment. Utilizing quantitative research approach, this study investigates the effects of teacher characteristics and teaching practices in a course offered through Cisco Networking Academy, which has a standards-oriented curriculum delivered online. Participants in the study were 226 teachers and 3299 students from Networking Academies located in the USA. The findings suggest that certain teacher characteristics such as teaching experience, degree, and primary teaching field do not have effects on student achievement. 相似文献
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Background: The development of primary pre-service teachers’ chemistry motivation and attitudes toward chemistry were examined in order to develop their science literacy using case-based learning. Students’ ideas were emphasized, real-life situations were discussed, and students could share their ideas and knowledge with peers; as a result, students were active in the learning process.
Purpose: The purpose of the study was to investigate the effectiveness of using case-based learning instruction to increase pre-service primary teachers’ chemistry motivation and improve their attitudes toward chemistry as a school subject.
Sample: The subjects of this study consisted of 51 (20 female, 31 male) freshman primary pre-service teachers from an urban university in Turkey. The mean age of the primary pre-service teachers was 21.
Design and methods: One group pre-test and post-test design was used. A chemistry motivation questionnaire and chemistry attitude scale were used for data collection. For the data analysis, two-way repeated measures of ANOVA and repeated measures MANOVA were conducted.
Results: The results indicated that the mean of the attitude score after the treatment was significantly greater than the mean of the attitude before the treatment. The results also demonstrated that there is no significant difference between females and males. According to the results of the study, there is no significant difference between primary pre-service teachers’ chemistry motivation. However, some chemistry motivation constructs mean scores are greater after the treatment.
Conclusions: In sum, it could be stated that case-based learning is helpful for the development of students’ chemistry motivation and attitudes toward chemistry. 相似文献
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The aim of the present study is to conduct a systematic review research which focuses on research studies into the school practicum. In order to identify the main issues and also to provide a contemporary picture of practicum, 114 studies published on the topic are reviewed and analysed in terms of: (i) aims, (ii) main participants, (iii) methodology used and (iv) the main outcomes emerging. Many of the reviewed studies take pre-service teachers as their main participants. The review also shows that many practicum studies are relatively small-scale studies since they are mainly qualitative focused and findings derived from a relatively small sample. This suggests that more large-scale studies are needed in the field in order to provide greater insight into teaching practicum. Finally, this systematic review provides some food for thought in the area of practicum research and promotes further studies in this complex field. 相似文献
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Problem-solving is regarded as a major component of mathematical performance, and well-designed problem-solving-based learning environments have the potential to assist students in developing a meaningful understanding of mathematical concepts and procedures. In this respect, given its various features, dynamic mathematics software has been regarded by mathematics educators as a promising tool for designing such environments. This study presents an example of the use of technology to create a dynamic learning environment through a discussion of the pedagogical value of a problem selected for an activity, followed by the implementation sequence of the problem-solving activity in the classroom. The students’ experiences during the implementation of the activity are also discussed; and finally, an additional version of the problem is recommended for use in the classroom. 相似文献
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Xu-Guang Li Jun-Xiu Chen Silviu-Iulian Niculescu Arben Çela 《Journal of The Franklin Institute》2018,355(17):8683-8697
Most of the reported Lotka–Volterra examples have at most one stability interval for the delay parameters. Furthermore, the existing methods fall short in treating more general case studies. Inspired by some recent results for analyzing the stability of time-delay systems, this paper focuses on a deeper characterization of the stability of Lotka–Volterra systems w.r.t. the delay parameters. More precisely, we will introduce the recently-proposed frequency-sweeping approach to study the complete stability problem for a broad class of linearized Lotka–Volterra systems. As a result, the whole stability delay-set can be analytically determined. Moreover, as a significant byproduct of the proposed approach, some Lotka–Volterra examples are found to have multiple stability delay-intervals. To the best of the authors’ knowledge, such a characterization represents a novelty for having some insights in the population dynamics: in some situations, a longer maturation period of species is helpful for the stability of a population system. 相似文献
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Muammer Çalik Tuncay Özsevgeç Jazlin Ebenezer Hüseyin Artun Zeynel Küçük 《Journal of Science Education and Technology》2014,23(3):412-430
The purpose of this study is to examine the effects of ‘environmental chemistry’ elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers’ (SSSTs) conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and technological pedagogical content knowledge (TPACK) levels. Within one group pre-test–post-test design, the study was conducted with 117 SSSTs (68 females and 49 males—aged 21–23 years) enrolled in an ‘environmental chemistry’ elective course in the spring semester of 2011–2012 academic-years. Instruments for data collection comprised of Environmental Chemistry Conceptual Understanding Questionnaire, TPACK survey, and Chemistry Attitudes and Experiences Questionnaire. Significant increases in the SSSTs’ conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and TPACK levels are attributed to the SSSTs learning how to use the innovative technologies in the contexts of the ‘environmental chemistry’ elective course and teaching practicum. The study implies that the TESI model may serve a useful purpose in experimental science courses that use the innovative technologies. However, to generalize feasibility of the TESI model, it should be evaluated with SSSTs in diverse learning contexts. 相似文献
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Research Findings: This study explores the beliefs, self-reported practices, and observed practices of Turkish preschool teachers toward children’s peer relationship problems as well as the gap between their beliefs and practices. Five female teachers of 5-year-old children were selected as participants for this multiple case study. Approximately 79 hr of observation was conducted on the children’s daily routines and activities in a natural classroom environment, which specifically included the teachers’ problem-solving strategies while confronting peer relationship problems. The participants were also interviewed regarding their beliefs and strategies for solving peer relationship problems. The findings of this qualitative investigation indicated that the teachers’ beliefs and self-reported practices included both teacher- and child-related factors. However, the observed practices included several teacher-initiated strategies; child-initiated strategies appeared, albeit less than teacher-initiated ones. This affirms the teachers’ stress on children’s role in managing peer problems. Although some of the teacher practices and beliefs were consistent, certain inconsistencies may indicate the presence of external constraints. Practice or Policy: The results of this study highlight the importance of teacher education programs providing preservice and in-service teachers with the knowledge and skills required to understand children’s peer relationships, guide their interactions, and apply appropriate intervention strategies for various peer relationship problems. 相似文献
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Muammer Çalık Alipaşa Ayas Jazlin V. Ebenezer 《Research in Science & Technological Education》2013,31(3):283-308
The study aims to demonstrate evidence of (a) students’ conceptual change on solution rates; (b) students’ sub‐microscopic explanations of dissolution; and (c) retention of the concepts of solution rates. The sample consists of 44 Grade 9 students (18 boys and 26 girls) drawn purposively from two different classes (22 each) in the city of Trabzon, Turkey. The current study incorporates multiple methods of data collection: items from a solution concept test, clinical interviews and examination of students’ self‐assessment tasks. The results reveal that there is a statistically significant difference between scores in pre‐test and post‐test and between pre‐test and delayed test (p < 0.05). This research indicates that the intervention has improved students’ understanding of the conceptual relationship between solution rates and the sub‐microscopic explanation of dissolution. It has also helped in overcoming students’ alternative conceptions to some extent. However, alternative conceptions have not been eliminated completely. In the light of the results, this current study suggests that a simple model such as the four‐step constructivist teaching (4E) is efficient. 相似文献