Bu çalışmanın amacı, sekizinci sınıf öğrencilerinin bilimsel epistemolojik inanç, üst bilişsel fa... more Bu çalışmanın amacı, sekizinci sınıf öğrencilerinin bilimsel epistemolojik inanç, üst bilişsel farkındalık düzeyi ve fen öz yeterlik algılarının fen bilimleri başarı puanları ile arasındaki ilişkinin incelenmesidir. Araştırmanın örneklemini belirlemek amacıyla, maksimum çeşitlilik ve uygun örnekleme yöntemi kullanılmıştır. Çalışmanın örneklemini Elazığ’ da sekiz okulda öğrenim gören 207 (109’i kız, 98’ü ise erkek) sekizinci sınıf öğrencisi oluşturmaktadır. Çalışmada ilişkisel tarama yöntemi kullanılmıştır. Veri toplama araçları olarak “öz yeterlik kaynakları ölçeği”, “bilimsel epistemolojik inançlar ölçeği” ve “üst bilişsel farkındalık ölçeği” kullanılmıştır. Araştırmaya katılan öğrencilerden elde edilen veriler, çıkarımsal istatistik yöntemlerinden olan çoklu regresyon ve korelasyon analizi kullanılarak analiz edilmiştir. Yapılan analiz sonuçlarında sekizinci sınıf öğrencilerinin bilimsel epistemolojik inanç, üst bilişsel farkındalık ve fen öz yeterlik algı değişkenleri ile fen bilimleri başarı puanları arasında anlamlı ve pozitif yönde bir ilişki olduğu belirlenmiştir. Bilimsel epistemolojik inanç, üst bilişsel farkındalık ve fen öz yeterlik algı değişkenlerinin fen bilimleri başarı puanları üzerinde anlamlı bir yordayıcı olduğu tespit edilmiştir. Anahtar Kelimeler: Bilimsel Epistemolojik İnanç, Üst Bilişsel Farkındalık, Fen Öz Yeterlik Algısı, Fen Bilimleri Başarısı, Çoklu Regresyon, Ortaokul Öğrencileri
The aim of this study is to determine the views of preschool teachers on scientific process skill... more The aim of this study is to determine the views of preschool teachers on scientific process skills and basic scientific process skills they included in science activities. Study group included 32 preschool teachers determined with purposive sampling method. A semi-structured interview form developed by researchers to determine the views of preschool teachers on scientific process skills, and to determine basic scientific process skills they included in science activities, a science activity syllabus detailing the application process were used as data collection tools in the present study. Collected data were analyzed with content analysis method. Conducted analyses demonstrated that participating preschool teachers did not possess adequate theoretical knowledge on scientific process skills and were not completely proficient in basic scientific process skills. Teachers stated that science literate individuals would be trained as a result of development of scientific process skills. They reported that the predominantly utilized observation as the basic scientific process skill in science activities they conducted. Analysis of the application process identified that in observation, students were in the position of observation only.
The objective of the present study is to research the effect of nature of science instruction bas... more The objective of the present study is to research the effect of nature of science instruction based on direct reflective approach on the views of pre-service preschool teachers on nature of science and their scientific epistemological beliefs. The study was conducted with 38 Fırat University, Faculty of Education Preschool Teaching Department senior students. The study was conducted with seven activities that were used in previous studies. Views of Nature of Science Questionnaire (VNOS) and Scientific Epistemological Beliefs Scale were utilized as data collection tools. Data was collected by applying the scales before and after the activities. Data collected via the Views of Nature of Science Questionnaire were digitized by assigning 3.5 points for scientifically adequate explanations, 1 point for partially adequate scientific explanations, and 0 point for non-scientific explanations and then assessed based on these scores. SPSS software package was used to analyze quantitative data and required analyses were conducted. It was determined that pre-service teachers had a poor understanding on the nature of science before the applications were conducted. Based on study results, it was determined that most of the illusions of the pre-service teachers on the nature of science were eliminated at the end of the application that entailed direct reflective approach activities. It was also found that beliefs of pre-service teachers on epistemological structure of science improved after the application.
The present study aimed to determine the perceptions of science teachers on the implementation of... more The present study aimed to determine the perceptions of science teachers on the implementation of the seven principles for good practice in education by Chickering and Gamson in their courses. Seven principles for good science education were used as a data collection tool in the survey. " The seven principles for good practice in science education scale" for teachers was used as the data collection instrument in the study. " The seven principles for good practice in science education scale" is the adapted form of the " Seven Principles for Good Practice in Education: Faculty Inventory " developed by Chickering and Gamson into Turkish language and junior high school science courses. The scale was applied to 285 science teachers employed in Elazığ province in Turkey and interviews were conducted with 45 teachers. Analysis of the study data demonstrated that the surveyed teachers implemented each of these seven principles at different levels. Conducted interviews revealed the examples of different strategies adopted by the teachers in implementing the abovementioned seven principles.
The objective of the present study is to determine the views of pre-service science teachers on r... more The objective of the present study is to determine the views of pre-service science teachers on renewable energy sources. Study sample included 30 pre-service science teachers attending Fırat University Faculty of Education. Qualitative research method was used in the present study. A semi-structured interview form that was developed by the authors to determine the views on renewable energy sources was used as data collection tool. Conducted analyses demonstrated that majority of pre-service teachers defined renewable energy sources as boundless energy forms that exist in nature continuously. They exemplified renewable energy sources with sun, wind and geothermal energy, and identified that use of these resources would reduce environmental pollution and dependence of Turkey to foreign resources, and thus be prioritized. Pre-service teachers stated that renewable energy sources are being used for energy needs in industries, and since there is a lack of necessary technology and awareness in Turkey for these sources, their utilization is limited. They also stated that sun and wind energies were the renewable energy sources used in our country.
Abstract. The aim of the present research is to explain how the heuristics utilized by the stud... more Abstract. The aim of the present research is to explain how the heuristics utilized by the students in a multiple choice examina- tion on the general chemistry subject of “chemical bonding theories and molecular structures” caused biases on intuitive judgment and decision making processes, using the three characteristics of associa- tive memory (attribute substitution, fluency process and associative coherence). A mixed-methods approach, both qualita- tive and quantitative research methods, were used in this research. Therefore, both questionnaire and individual interview were utilized to collect data. The results of the current research demonstrated that the participants used 4 different decision making strategies. Detailed evaluation of these strategies demonstrated that most of the participants did not prefer the processes related to the use of chemical knowledge and thus, were not able to assess the target attribute. Furthermore, it was identified that most of the students’ decision making processes were dependent on one or more of these three associative memory process- es. It was also determined by this research that the most dominant of these three associative memory processes is the fluency effect, since participants often prefer to use superficial features. The dependence of par- ticipants on associative memory processes caused various biases, so participants often responded incorrectly to questions. Keywords: chemistry education, chemi- cal reasoning, intuitive judgments, science education.
Özet Araştırmanın amacı okulöncesi öğretmenlerinin fen eğitimine karşı tutumları ve fen etkinlikl... more Özet Araştırmanın amacı okulöncesi öğretmenlerinin fen eğitimine karşı tutumları ve fen etkinliklerine ilişkin yeterliliklerinin bazı değişkenlere göre incelenmesidir. Veri toplama araçları olarak, " Fen Eğitimine Karşı Tutum " ve " Fen Etkinliklerine İlişkin Yeterlilik " ölçekleri kullanılmıştır. Araştırmanın çalışma grubunu Elazığ ilinde görev yapmakta olan 169 okulöncesi öğretmeni oluşturmaktadır. Elde edilen verilerin analizleri SPSS 17 paket programı ile t testi, tek yönlü varyans analizi (ANOVA), aritmetik ortalama, yüzde (%), standart sapma ve frekans (f) kullanılarak yapılmıştır. Yapılan istatistiksel analizler sonucunda okulöncesi öğretmenlerinin fen eğitimine karşı tutumlarında ve fen etkinliklerine karşı yeterliliklerinde mesleki deneyimleri ve görev yaptıkları bölgelere göre anlamlı bir farklılık olmadığı sonucuna ulaşılmıştır. Abstract The purpose of the present study is to investigate of preschool teachers' attitudes towards science teaching and adequacies of science activities with respect to some variables. The questionnaires named " attitudes towards science teaching " and " adequacies of science activities " were used to collect data. The participants of the study is 169 preschool teachers working in kindergarten schools in Elaziğ city. The collected data were analyzed by using SPSS 17 package programme, t-test, one-way analysis of variance (ANOVA), arithmetic average, percentage (%), standard deviation and frequency. The results were showed that the attitudes towards science teaching and satisfactoriness about science activities of the preschool teachers did not change according to their seniority and territory that their are working.
This research has examined prospective preschool teachers’ views on the nature of science and sci... more This research has examined prospective preschool teachers’ views on the nature of science and scientific inquiry. The research was conducted with 54 prospective preschool teachers. Two data collection tools were employed: “Views on Nature of Science” (VNOS-C) to determine prospective pre-school teachers’ views on the nature of science and “Views about Scientific Inquiry Questionnaire” (VASI) (Lederman et al., 2014) to explore their opinions about scientific inquiry, and individualized semi- structured interviews were administered to each participant in order to determine the conceptual meanings of the prospective teachers related to the nature of science and scientific inquiry. Research findings revealed that prospective preschool teachers have inadequate views and conceptual errors with regards the nature of science and scientific inquiry. Additionally, a statistically significant difference was identified between prospective preschool teachers’ views in terms of nature of science and scientific inquiry (r=.795, p<.05). Keywords: nature of science, scientific inquiry, prospective pre-school teachers.
The objective of the present study was to determine the views of pre-service preschool teachers o... more The objective of the present study was to determine the views of pre-service preschool teachers on Integrated Science Technology Engineering and Mathematics (STEM) education and their tendencies about integrated STEM instruction. The study group included 35 preservice teachers. The present study, conducted as a single group research model with pre-test-post-test experimental method, was completed in 8 weeks. Semi-structured interview form developed by the authors and the "Integrated STEM Instructional Tendencies Scale" developed by Lin and Williams (2016) adapted to Turkish by Hacıömeroğlu and Bulut (2016) were used as data collection instruments. The qualitative data obtained are described with the content analysis methodology. The quantitative data were analyzed with paired sample t-test. After the implementation of the STEM education program, it was determined that pre-service preschool teachers had positive views on STEM education approach in general. Furthermore, according to results of the study that STEM education would encourage student to think, transform theoretical knowledge into practice, and to acquire the skills to obtain concrete products using the theoretical knowledge that they acquired in the class. The majority of the participating pre-service teachers indicated that undergraduate programs should include science, technology, engineering and mathematics courses, teachers from different fields should collaborate, and the teachers should receive STEM training. Bu araştırmanın amacı, okul öncesi öğretmen adaylarının STEM eğitimine yönelik görüşlerini ve entegre STEM öğretimine olan yönelimlerini belirlemektir. Araştırmanın çalışma grubunu, 3. ve 4. sınıf 35 okul öncesi öğretmen adayı oluşturmaktadır. Deneysel yöntemlerden ön test-son test tek gruplu araştırma modeli şeklinde yürütülen bu çalışma 8 haftada tamamlanmıştır. Veri toplama aracı olarak, araştırmacılar tarafından hazırlanan yarı yapılandırılmış görüşme formu ve Lin ve Williams (2016) tarafından geliştirilen, Hacıömeroğlu ve Bulut (2016)' un Türkçeye uyarladığı " Entegre STEM Öğretimi Yönelim Ölçeği " kullanılmıştır. Elde edilen nitel veriler içerik analiz yöntemine göre betimlenmiştir. Nicel veriler ise paired sample t-testi uygulanarak analizleri yapılmıştır. STEM eğitim programı uygulandıktan sonra, okul öncesi öğretmen adaylarının genel anlamda STEM eğitim yaklaşımı ile ilgili olumlu düşüncelere sahip olduğu tespit edilmiştir. Ayrıca, öğretmen adaylarının STEM eğitiminin, öğrencileri düşünmeye teşvik edeceği, teorik bilgilerin pratiğe dönüştürüleceği ve öğrencilerin sınıf içinde edindikleri teorik bilgileri kullanarak somut ürünler elde edebilme becerilerine sahip olacaklarına yönelik düşüncelere sahip oldukları belirlenmiştir. Araştırmaya katılan öğretmen adaylarının büyük kısmı, lisans programında bilim, teknoloji, mühendislik ve matematik alanlarına yönelik derslerin mutlaka olması gerektiği, farklı branş öğretmenlerinin iş birliği halinde çalışmaları gerektiği ve öğretmenlere STEM eğitimi verilmesi gerektiğine dair görüş belirtmişlerdir.
Bu araştırmanın amacı, okul öncesi öğretmenlerinin, STEM eğitim uygulamaları hak- kındaki düşünce... more Bu araştırmanın amacı, okul öncesi öğretmenlerinin, STEM eğitim uygulamaları hak- kındaki düşüncelerini incelemektir. Bu araştırmada, durum çalışma yöntemi (case study) kullanılmıştır. Araştırma sekiz hafta sürmüş ve 19 okul öncesi öğretmeni katıl- mıştır. Veriler, yarı yapılandırılmış görüşme yoluyla toplanmış ve içerik analizleri yapı- larak betimlenmiştir. Öğretmenlerin STEM temalı eğitim almak ve derslerinde uygula- mak istediklerini belirlenmiştir. Ayrıca, okul öncesi öğretmenleri, STEM eğitiminin yararları, sınırlılıkları ve başarılı bir şekilde uygulanması için görüşleri belirlenmiştir. Anahtar Kelimeler: STEM Etkinlikleri, Okul Öncesi Öğretmenlerinin Görüşleri, LEGO
The aim of this study is to determine science teacher candidates" (PSTs) levels of associating th... more The aim of this study is to determine science teacher candidates" (PSTs) levels of associating their chemistry knowledge with daily life and to examine the relationship between these levels and their attitudes towards teaching science. The study is a descriptive study conducted through the survey method. This study was carried out with 30 PSTs in the part of science teacher education at the College of Education in their final semester. As the data collection tools, an open-ended questionnaire, which was developed by Kıyıcı and Aydoğdu , was applied to determine the PSTs" levels of associating their chemical knowledge with daily life. Also, the "Science Teaching Attitude Scale" developed by Thompson and Shringley (1986) and adapted into Turkish by Özkan, Tekkaya and Çakıroğlu (2002) was used to determine PSTs" attitudes towards teaching science. The data obtained from the open-ended questionnaire analyzed based on the three categories that were used by Vazquez-Alanso and . Findings obtained from the data showed that PSTs" level of associating their chemistry knowledge with daily life was low. Results of the statistical analyses showed that there was a significant relations between level of associating their chemistry knowledge with daily and their attitudes towards teaching science.
This study aimed at investigating the challenges class teachers face in the curriculum implementa... more This study aimed at investigating the challenges class teachers face in the curriculum implementation and whether these challenges differ in relation to teachers' gender, level of education, department they graduated from and teaching experience. For this purpose; a questionnaire was developed by the researcher. Items of the questionnaire were selected from the related literature and validated by a group of expert in the field. A pilot study was conducted to assess the clarity of the questionnaire items. The internal reliability of the final version of questionnaire was calculated by using Cronbach's Alpha Formula and found be high (α=0.85). The participants of this research included 342 class teachers who were teaching 4th and 5th class in 57 different elementary schools in 2010-2011 academic years in Bingol and Diayrbakir cities. The results of the survey were considered by using SPSS packet program. In the analyzing of data obtained from this study, frequency, arithmetic average, t-test and variance analysis were used. From the obtained data, it was determined that the 4th and 5th class teachers encounter different problems in science and technology teaching program, especially in performance homework, sourcing and lesson time topics.
Bu çalışmanın amacı, sekizinci sınıf öğrencilerinin bilimsel epistemolojik inanç, üst bilişsel fa... more Bu çalışmanın amacı, sekizinci sınıf öğrencilerinin bilimsel epistemolojik inanç, üst bilişsel farkındalık düzeyi ve fen öz yeterlik algılarının fen bilimleri başarı puanları ile arasındaki ilişkinin incelenmesidir. Araştırmanın örneklemini belirlemek amacıyla, maksimum çeşitlilik ve uygun örnekleme yöntemi kullanılmıştır. Çalışmanın örneklemini Elazığ’ da sekiz okulda öğrenim gören 207 (109’i kız, 98’ü ise erkek) sekizinci sınıf öğrencisi oluşturmaktadır. Çalışmada ilişkisel tarama yöntemi kullanılmıştır. Veri toplama araçları olarak “öz yeterlik kaynakları ölçeği”, “bilimsel epistemolojik inançlar ölçeği” ve “üst bilişsel farkındalık ölçeği” kullanılmıştır. Araştırmaya katılan öğrencilerden elde edilen veriler, çıkarımsal istatistik yöntemlerinden olan çoklu regresyon ve korelasyon analizi kullanılarak analiz edilmiştir. Yapılan analiz sonuçlarında sekizinci sınıf öğrencilerinin bilimsel epistemolojik inanç, üst bilişsel farkındalık ve fen öz yeterlik algı değişkenleri ile fen bilimleri başarı puanları arasında anlamlı ve pozitif yönde bir ilişki olduğu belirlenmiştir. Bilimsel epistemolojik inanç, üst bilişsel farkındalık ve fen öz yeterlik algı değişkenlerinin fen bilimleri başarı puanları üzerinde anlamlı bir yordayıcı olduğu tespit edilmiştir. Anahtar Kelimeler: Bilimsel Epistemolojik İnanç, Üst Bilişsel Farkındalık, Fen Öz Yeterlik Algısı, Fen Bilimleri Başarısı, Çoklu Regresyon, Ortaokul Öğrencileri
The aim of this study is to determine the views of preschool teachers on scientific process skill... more The aim of this study is to determine the views of preschool teachers on scientific process skills and basic scientific process skills they included in science activities. Study group included 32 preschool teachers determined with purposive sampling method. A semi-structured interview form developed by researchers to determine the views of preschool teachers on scientific process skills, and to determine basic scientific process skills they included in science activities, a science activity syllabus detailing the application process were used as data collection tools in the present study. Collected data were analyzed with content analysis method. Conducted analyses demonstrated that participating preschool teachers did not possess adequate theoretical knowledge on scientific process skills and were not completely proficient in basic scientific process skills. Teachers stated that science literate individuals would be trained as a result of development of scientific process skills. They reported that the predominantly utilized observation as the basic scientific process skill in science activities they conducted. Analysis of the application process identified that in observation, students were in the position of observation only.
The objective of the present study is to research the effect of nature of science instruction bas... more The objective of the present study is to research the effect of nature of science instruction based on direct reflective approach on the views of pre-service preschool teachers on nature of science and their scientific epistemological beliefs. The study was conducted with 38 Fırat University, Faculty of Education Preschool Teaching Department senior students. The study was conducted with seven activities that were used in previous studies. Views of Nature of Science Questionnaire (VNOS) and Scientific Epistemological Beliefs Scale were utilized as data collection tools. Data was collected by applying the scales before and after the activities. Data collected via the Views of Nature of Science Questionnaire were digitized by assigning 3.5 points for scientifically adequate explanations, 1 point for partially adequate scientific explanations, and 0 point for non-scientific explanations and then assessed based on these scores. SPSS software package was used to analyze quantitative data and required analyses were conducted. It was determined that pre-service teachers had a poor understanding on the nature of science before the applications were conducted. Based on study results, it was determined that most of the illusions of the pre-service teachers on the nature of science were eliminated at the end of the application that entailed direct reflective approach activities. It was also found that beliefs of pre-service teachers on epistemological structure of science improved after the application.
The present study aimed to determine the perceptions of science teachers on the implementation of... more The present study aimed to determine the perceptions of science teachers on the implementation of the seven principles for good practice in education by Chickering and Gamson in their courses. Seven principles for good science education were used as a data collection tool in the survey. " The seven principles for good practice in science education scale" for teachers was used as the data collection instrument in the study. " The seven principles for good practice in science education scale" is the adapted form of the " Seven Principles for Good Practice in Education: Faculty Inventory " developed by Chickering and Gamson into Turkish language and junior high school science courses. The scale was applied to 285 science teachers employed in Elazığ province in Turkey and interviews were conducted with 45 teachers. Analysis of the study data demonstrated that the surveyed teachers implemented each of these seven principles at different levels. Conducted interviews revealed the examples of different strategies adopted by the teachers in implementing the abovementioned seven principles.
The objective of the present study is to determine the views of pre-service science teachers on r... more The objective of the present study is to determine the views of pre-service science teachers on renewable energy sources. Study sample included 30 pre-service science teachers attending Fırat University Faculty of Education. Qualitative research method was used in the present study. A semi-structured interview form that was developed by the authors to determine the views on renewable energy sources was used as data collection tool. Conducted analyses demonstrated that majority of pre-service teachers defined renewable energy sources as boundless energy forms that exist in nature continuously. They exemplified renewable energy sources with sun, wind and geothermal energy, and identified that use of these resources would reduce environmental pollution and dependence of Turkey to foreign resources, and thus be prioritized. Pre-service teachers stated that renewable energy sources are being used for energy needs in industries, and since there is a lack of necessary technology and awareness in Turkey for these sources, their utilization is limited. They also stated that sun and wind energies were the renewable energy sources used in our country.
Abstract. The aim of the present research is to explain how the heuristics utilized by the stud... more Abstract. The aim of the present research is to explain how the heuristics utilized by the students in a multiple choice examina- tion on the general chemistry subject of “chemical bonding theories and molecular structures” caused biases on intuitive judgment and decision making processes, using the three characteristics of associa- tive memory (attribute substitution, fluency process and associative coherence). A mixed-methods approach, both qualita- tive and quantitative research methods, were used in this research. Therefore, both questionnaire and individual interview were utilized to collect data. The results of the current research demonstrated that the participants used 4 different decision making strategies. Detailed evaluation of these strategies demonstrated that most of the participants did not prefer the processes related to the use of chemical knowledge and thus, were not able to assess the target attribute. Furthermore, it was identified that most of the students’ decision making processes were dependent on one or more of these three associative memory process- es. It was also determined by this research that the most dominant of these three associative memory processes is the fluency effect, since participants often prefer to use superficial features. The dependence of par- ticipants on associative memory processes caused various biases, so participants often responded incorrectly to questions. Keywords: chemistry education, chemi- cal reasoning, intuitive judgments, science education.
Özet Araştırmanın amacı okulöncesi öğretmenlerinin fen eğitimine karşı tutumları ve fen etkinlikl... more Özet Araştırmanın amacı okulöncesi öğretmenlerinin fen eğitimine karşı tutumları ve fen etkinliklerine ilişkin yeterliliklerinin bazı değişkenlere göre incelenmesidir. Veri toplama araçları olarak, " Fen Eğitimine Karşı Tutum " ve " Fen Etkinliklerine İlişkin Yeterlilik " ölçekleri kullanılmıştır. Araştırmanın çalışma grubunu Elazığ ilinde görev yapmakta olan 169 okulöncesi öğretmeni oluşturmaktadır. Elde edilen verilerin analizleri SPSS 17 paket programı ile t testi, tek yönlü varyans analizi (ANOVA), aritmetik ortalama, yüzde (%), standart sapma ve frekans (f) kullanılarak yapılmıştır. Yapılan istatistiksel analizler sonucunda okulöncesi öğretmenlerinin fen eğitimine karşı tutumlarında ve fen etkinliklerine karşı yeterliliklerinde mesleki deneyimleri ve görev yaptıkları bölgelere göre anlamlı bir farklılık olmadığı sonucuna ulaşılmıştır. Abstract The purpose of the present study is to investigate of preschool teachers' attitudes towards science teaching and adequacies of science activities with respect to some variables. The questionnaires named " attitudes towards science teaching " and " adequacies of science activities " were used to collect data. The participants of the study is 169 preschool teachers working in kindergarten schools in Elaziğ city. The collected data were analyzed by using SPSS 17 package programme, t-test, one-way analysis of variance (ANOVA), arithmetic average, percentage (%), standard deviation and frequency. The results were showed that the attitudes towards science teaching and satisfactoriness about science activities of the preschool teachers did not change according to their seniority and territory that their are working.
This research has examined prospective preschool teachers’ views on the nature of science and sci... more This research has examined prospective preschool teachers’ views on the nature of science and scientific inquiry. The research was conducted with 54 prospective preschool teachers. Two data collection tools were employed: “Views on Nature of Science” (VNOS-C) to determine prospective pre-school teachers’ views on the nature of science and “Views about Scientific Inquiry Questionnaire” (VASI) (Lederman et al., 2014) to explore their opinions about scientific inquiry, and individualized semi- structured interviews were administered to each participant in order to determine the conceptual meanings of the prospective teachers related to the nature of science and scientific inquiry. Research findings revealed that prospective preschool teachers have inadequate views and conceptual errors with regards the nature of science and scientific inquiry. Additionally, a statistically significant difference was identified between prospective preschool teachers’ views in terms of nature of science and scientific inquiry (r=.795, p<.05). Keywords: nature of science, scientific inquiry, prospective pre-school teachers.
The objective of the present study was to determine the views of pre-service preschool teachers o... more The objective of the present study was to determine the views of pre-service preschool teachers on Integrated Science Technology Engineering and Mathematics (STEM) education and their tendencies about integrated STEM instruction. The study group included 35 preservice teachers. The present study, conducted as a single group research model with pre-test-post-test experimental method, was completed in 8 weeks. Semi-structured interview form developed by the authors and the "Integrated STEM Instructional Tendencies Scale" developed by Lin and Williams (2016) adapted to Turkish by Hacıömeroğlu and Bulut (2016) were used as data collection instruments. The qualitative data obtained are described with the content analysis methodology. The quantitative data were analyzed with paired sample t-test. After the implementation of the STEM education program, it was determined that pre-service preschool teachers had positive views on STEM education approach in general. Furthermore, according to results of the study that STEM education would encourage student to think, transform theoretical knowledge into practice, and to acquire the skills to obtain concrete products using the theoretical knowledge that they acquired in the class. The majority of the participating pre-service teachers indicated that undergraduate programs should include science, technology, engineering and mathematics courses, teachers from different fields should collaborate, and the teachers should receive STEM training. Bu araştırmanın amacı, okul öncesi öğretmen adaylarının STEM eğitimine yönelik görüşlerini ve entegre STEM öğretimine olan yönelimlerini belirlemektir. Araştırmanın çalışma grubunu, 3. ve 4. sınıf 35 okul öncesi öğretmen adayı oluşturmaktadır. Deneysel yöntemlerden ön test-son test tek gruplu araştırma modeli şeklinde yürütülen bu çalışma 8 haftada tamamlanmıştır. Veri toplama aracı olarak, araştırmacılar tarafından hazırlanan yarı yapılandırılmış görüşme formu ve Lin ve Williams (2016) tarafından geliştirilen, Hacıömeroğlu ve Bulut (2016)' un Türkçeye uyarladığı " Entegre STEM Öğretimi Yönelim Ölçeği " kullanılmıştır. Elde edilen nitel veriler içerik analiz yöntemine göre betimlenmiştir. Nicel veriler ise paired sample t-testi uygulanarak analizleri yapılmıştır. STEM eğitim programı uygulandıktan sonra, okul öncesi öğretmen adaylarının genel anlamda STEM eğitim yaklaşımı ile ilgili olumlu düşüncelere sahip olduğu tespit edilmiştir. Ayrıca, öğretmen adaylarının STEM eğitiminin, öğrencileri düşünmeye teşvik edeceği, teorik bilgilerin pratiğe dönüştürüleceği ve öğrencilerin sınıf içinde edindikleri teorik bilgileri kullanarak somut ürünler elde edebilme becerilerine sahip olacaklarına yönelik düşüncelere sahip oldukları belirlenmiştir. Araştırmaya katılan öğretmen adaylarının büyük kısmı, lisans programında bilim, teknoloji, mühendislik ve matematik alanlarına yönelik derslerin mutlaka olması gerektiği, farklı branş öğretmenlerinin iş birliği halinde çalışmaları gerektiği ve öğretmenlere STEM eğitimi verilmesi gerektiğine dair görüş belirtmişlerdir.
Bu araştırmanın amacı, okul öncesi öğretmenlerinin, STEM eğitim uygulamaları hak- kındaki düşünce... more Bu araştırmanın amacı, okul öncesi öğretmenlerinin, STEM eğitim uygulamaları hak- kındaki düşüncelerini incelemektir. Bu araştırmada, durum çalışma yöntemi (case study) kullanılmıştır. Araştırma sekiz hafta sürmüş ve 19 okul öncesi öğretmeni katıl- mıştır. Veriler, yarı yapılandırılmış görüşme yoluyla toplanmış ve içerik analizleri yapı- larak betimlenmiştir. Öğretmenlerin STEM temalı eğitim almak ve derslerinde uygula- mak istediklerini belirlenmiştir. Ayrıca, okul öncesi öğretmenleri, STEM eğitiminin yararları, sınırlılıkları ve başarılı bir şekilde uygulanması için görüşleri belirlenmiştir. Anahtar Kelimeler: STEM Etkinlikleri, Okul Öncesi Öğretmenlerinin Görüşleri, LEGO
The aim of this study is to determine science teacher candidates" (PSTs) levels of associating th... more The aim of this study is to determine science teacher candidates" (PSTs) levels of associating their chemistry knowledge with daily life and to examine the relationship between these levels and their attitudes towards teaching science. The study is a descriptive study conducted through the survey method. This study was carried out with 30 PSTs in the part of science teacher education at the College of Education in their final semester. As the data collection tools, an open-ended questionnaire, which was developed by Kıyıcı and Aydoğdu , was applied to determine the PSTs" levels of associating their chemical knowledge with daily life. Also, the "Science Teaching Attitude Scale" developed by Thompson and Shringley (1986) and adapted into Turkish by Özkan, Tekkaya and Çakıroğlu (2002) was used to determine PSTs" attitudes towards teaching science. The data obtained from the open-ended questionnaire analyzed based on the three categories that were used by Vazquez-Alanso and . Findings obtained from the data showed that PSTs" level of associating their chemistry knowledge with daily life was low. Results of the statistical analyses showed that there was a significant relations between level of associating their chemistry knowledge with daily and their attitudes towards teaching science.
This study aimed at investigating the challenges class teachers face in the curriculum implementa... more This study aimed at investigating the challenges class teachers face in the curriculum implementation and whether these challenges differ in relation to teachers' gender, level of education, department they graduated from and teaching experience. For this purpose; a questionnaire was developed by the researcher. Items of the questionnaire were selected from the related literature and validated by a group of expert in the field. A pilot study was conducted to assess the clarity of the questionnaire items. The internal reliability of the final version of questionnaire was calculated by using Cronbach's Alpha Formula and found be high (α=0.85). The participants of this research included 342 class teachers who were teaching 4th and 5th class in 57 different elementary schools in 2010-2011 academic years in Bingol and Diayrbakir cities. The results of the survey were considered by using SPSS packet program. In the analyzing of data obtained from this study, frequency, arithmetic average, t-test and variance analysis were used. From the obtained data, it was determined that the 4th and 5th class teachers encounter different problems in science and technology teaching program, especially in performance homework, sourcing and lesson time topics.
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Papers by mustafa uğraş
düzeyi ve fen öz yeterlik algılarının fen bilimleri başarı puanları ile arasındaki ilişkinin incelenmesidir.
Araştırmanın örneklemini belirlemek amacıyla, maksimum çeşitlilik ve uygun örnekleme yöntemi kullanılmıştır.
Çalışmanın örneklemini Elazığ’ da sekiz okulda öğrenim gören 207 (109’i kız, 98’ü ise erkek) sekizinci sınıf
öğrencisi oluşturmaktadır. Çalışmada ilişkisel tarama yöntemi kullanılmıştır. Veri toplama araçları olarak “öz
yeterlik kaynakları ölçeği”, “bilimsel epistemolojik inançlar ölçeği” ve “üst bilişsel farkındalık ölçeği”
kullanılmıştır. Araştırmaya katılan öğrencilerden elde edilen veriler, çıkarımsal istatistik yöntemlerinden olan
çoklu regresyon ve korelasyon analizi kullanılarak analiz edilmiştir. Yapılan analiz sonuçlarında sekizinci sınıf
öğrencilerinin bilimsel epistemolojik inanç, üst bilişsel farkındalık ve fen öz yeterlik algı değişkenleri ile fen
bilimleri başarı puanları arasında anlamlı ve pozitif yönde bir ilişki olduğu belirlenmiştir. Bilimsel epistemolojik
inanç, üst bilişsel farkındalık ve fen öz yeterlik algı değişkenlerinin fen bilimleri başarı puanları üzerinde anlamlı
bir yordayıcı olduğu tespit edilmiştir.
Anahtar Kelimeler: Bilimsel Epistemolojik İnanç, Üst Bilişsel Farkındalık, Fen Öz Yeterlik Algısı, Fen
Bilimleri Başarısı, Çoklu Regresyon, Ortaokul Öğrencileri
the participants used 4 different decision making strategies. Detailed evaluation of these strategies demonstrated that most of the participants did not prefer the processes related to the use of chemical knowledge and thus, were not able to assess the target attribute. Furthermore, it was identified that most of the students’ decision making processes were dependent on one or more of these three associative memory process- es. It was also determined by this research that the most dominant of these three associative memory processes is the fluency effect, since participants often prefer to use superficial features. The dependence of par- ticipants on associative memory processes caused various biases, so participants often responded incorrectly to questions. Keywords: chemistry education, chemi- cal reasoning, intuitive judgments, science education.
Keywords: nature of science, scientific inquiry, prospective pre-school teachers.
Anahtar Kelimeler: STEM Etkinlikleri, Okul Öncesi Öğretmenlerinin Görüşleri, LEGO
düzeyi ve fen öz yeterlik algılarının fen bilimleri başarı puanları ile arasındaki ilişkinin incelenmesidir.
Araştırmanın örneklemini belirlemek amacıyla, maksimum çeşitlilik ve uygun örnekleme yöntemi kullanılmıştır.
Çalışmanın örneklemini Elazığ’ da sekiz okulda öğrenim gören 207 (109’i kız, 98’ü ise erkek) sekizinci sınıf
öğrencisi oluşturmaktadır. Çalışmada ilişkisel tarama yöntemi kullanılmıştır. Veri toplama araçları olarak “öz
yeterlik kaynakları ölçeği”, “bilimsel epistemolojik inançlar ölçeği” ve “üst bilişsel farkındalık ölçeği”
kullanılmıştır. Araştırmaya katılan öğrencilerden elde edilen veriler, çıkarımsal istatistik yöntemlerinden olan
çoklu regresyon ve korelasyon analizi kullanılarak analiz edilmiştir. Yapılan analiz sonuçlarında sekizinci sınıf
öğrencilerinin bilimsel epistemolojik inanç, üst bilişsel farkındalık ve fen öz yeterlik algı değişkenleri ile fen
bilimleri başarı puanları arasında anlamlı ve pozitif yönde bir ilişki olduğu belirlenmiştir. Bilimsel epistemolojik
inanç, üst bilişsel farkındalık ve fen öz yeterlik algı değişkenlerinin fen bilimleri başarı puanları üzerinde anlamlı
bir yordayıcı olduğu tespit edilmiştir.
Anahtar Kelimeler: Bilimsel Epistemolojik İnanç, Üst Bilişsel Farkındalık, Fen Öz Yeterlik Algısı, Fen
Bilimleri Başarısı, Çoklu Regresyon, Ortaokul Öğrencileri
the participants used 4 different decision making strategies. Detailed evaluation of these strategies demonstrated that most of the participants did not prefer the processes related to the use of chemical knowledge and thus, were not able to assess the target attribute. Furthermore, it was identified that most of the students’ decision making processes were dependent on one or more of these three associative memory process- es. It was also determined by this research that the most dominant of these three associative memory processes is the fluency effect, since participants often prefer to use superficial features. The dependence of par- ticipants on associative memory processes caused various biases, so participants often responded incorrectly to questions. Keywords: chemistry education, chemi- cal reasoning, intuitive judgments, science education.
Keywords: nature of science, scientific inquiry, prospective pre-school teachers.
Anahtar Kelimeler: STEM Etkinlikleri, Okul Öncesi Öğretmenlerinin Görüşleri, LEGO