Journal of Science Learning
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Using CBA REACT Strategy Supported by Crossword Puzzle Game on the Topic of Acid-Base Titrations
Get PDFThis research investigates the effect of the context-based approach (CBA) 'Relating-Experiencing-Applying- Cooperating- Transferring' (REACT) strategy supported with crossword puzzles on achieving the associate degree students in the chemistry laboratory course on the topic of acid-base titrations. A crossword puzzle game and four contexts related to daily life upon acid-base titrations were developed and applied within this context. This study is a pre-test post-test research design with a control group, and the study group consists of second-year students studying in the Vocational School of Health Services Medical Laboratory Techniques (MLT) (n = 65) and Pharmacy Services (PS) (n = 65) programs at Zonguldak in Turkey. The experimental group was taught the relevant topic by the CBA REACT strategy supported with a crossword puzzle game, whereas the control group was taught by the CBA REACT strategy. The study result showed that the experimental group students' sound and partial understandings and academic achievements were higher than the control group students
The Effect of Augmented Reality Applications Integrated with Modeling on Pre-Service Science Teachers' Modeling Skills and Academic Achievements
Get PDFThis study investigates the impacts of augmented reality applications integrated with modeling on pre-service science teachers' modeling skills achievements and determines their opinions toward the implementation process. This study used a simultaneous nested mixed method in which two online and face-to-face groups of fifty-six first-year pre-service science teachers were randomly assigned to the experimental groups. The "Weak Interactions Interparticles Academic Achievement Test", rubric, and diary forms were applied to evaluate pre-service teachers' achievements, modeling skills, and opinions. An independent sample t-test was used to compare face-to-face and online groups. A dependent sample t-test was chosen to compare within groups. Pre-service teachers' academic achievements in the online experimental group are higher than in the face-to-face experimental group. However, pre-service teachers' modeling skills are higher in the face-to-face group than in the online group. In addition, the results revealed that augmented reality application is more effective in pre-service teachers' academic success modeling skills. The qualitative results of this study revealed that face-to-face education had more positive views and welcomed this technology in terms of the learning and teaching process
The Effects of Combining Peer Discussion and Isomorphic Problems (PD-IPs) on High School Students' Academic Achievements
Get PDFThe study investigated the effects of a combination of Peer Discussion and Isomorphic Problems (PD-IPs) on high school students' graph understanding and conceptual learning. The study was conducted on kinematics and Newton’s Laws of Motion with 67 high school students from two groups. The experimental group (EG) consisted of 34 students, while the control group (CG) combined with 33 students. The students in EG were taught using the PD-IPs approach, while those in CG were taught using the traditional method. The research data were collected using the Force Motion Achievement Test (FMAT), which was composed by selecting multiple-choice questions from some standardized tests (Force Concept Inventory, Mechanic Baseline Test, Test of Understanding Graphs in Kinematics). The FMAT includes 25 multiple-choice questions. 11 were related to graph understanding, and the rest were related to conceptual learning. The research showed that the PD-IPs approach had a more positive effect on students' understanding of graphs and conceptual learning than the traditional teaching method. The findings indicate that implementing the PD-IPs approach requires minimal effort while demonstrating the potential to evaluate and improve high school student's academic performance in physics education
Physics Teachers' Opinions on Algodoo Training
Get PDFThe purpose of this research is to reveal the feelings and thoughts of physics teachers towards Algodoo training within the scope of the 4005 TUBITAK project named Innovative and Technology Supported Applications in Physics Education. This study was carried out with phenomenological research within the context of the qualitative research approach. The study group of the research consisted of 22 physics teachers trained in the 4005 TUBITAK project and volunteered to participate in the research. Data were obtained from semi-structured interviews. The data were carried out following the descriptive analysis method with the help of the NVivo 9 program. As a result of descriptive analysis, four categories emerged. These are the installation and application of the Algodoo program, physics teaching activities, and apps similar to Algodoo and Algodoo training. Based on the findings obtained from the research, it was concluded that most of the teachers were very interested in using Algodoo in their lessons, could benefit from Algodoo in their lessons, and could prepare simple physics simulations. Based on the results, Suggestions such as disseminating Algodoo training with in-service training for teaching physics subjects with interactive applications were presented to those interested in the subject
Comparing Effects of Two Different Explicit–Reflective Instructions on Pre-School Prospective Teachers’ View about Nature of Science and Scientific Knowledge
Get PDFThis study aims to compare the effect of formative assessment with explicit-reflective instruction and explicit-reflective on pre-school prospective teachers' views about the nature of science and scientific knowledge. In this study, it was used a pretest-posttest nonequivalent control group design and the sample of the study consists of 66 pre-school prospective teachers in the 2nd grade. There are 33 of them were assigned control group and the others were assigned as the experimental group. Since the students could not be randomly grouped in the study, a quasi-experimental design was used. In this study, the nature of science scale (NOSS) and the attitude scale towards scientific knowledge (SKS) were used as pre-test, post-test and retention test. In order to teach the students by using nature of science (NOS) and scientific knowledge (SK), open-reflective instruction was used in the control group, and open-reflective instruction and embedded formative assessment were applied in the experimental group. NOSS and SKS were used as a pre-test, post-test and retention-test in this study. In order to teach the students NOSS and SK, while Explicit-reflective instruction was applied in the control group, formative assessment embedded with Explicit-reflective instruction was applied experimental group.As a result of the study, it was determined that the formative assessment embedded with Explicit-reflective instruction was more positively and permanently changed on pre-school prospective teachers' view about NOS and SK than the other metho
The Effects of The Problem-Based Learnıng Supported by Experiments in Science Course: Students' Inquiry Learning and Reflective Thinking Skills
Get PDFThis study aims to investigate the effect of the problem-based learning method supported by experiments on the inquiry learning skills of secondary school students and their reflective thinking skills for problem-solving. This research uses a quasi-experimental design with a pretest-posttest control group. This study consists of 21 students in the experimental group and 22 students in the control group from the sixth grade of a public secondary school in Turkey. The inquiry learning skills and reflective thinking skills scale for problem-solving were used as data collection tools in the research. The Electricity Transmission unit was carried out in the experimental group with problem-based learning scenarios supported by the experiment. Activities based on the science course curriculum were carried out in the control group. SPSS-21 was used to analyze the data. As a result of the study, it was concluded that the post-test scores of the inquiry learning skills scale of the students in the experimental group differed statistically significantly from those of the control group students, and this difference was in favor of the experimental group. No significant difference was found between the experimental and control groups in post-test scores regarding reflective thinking skills for problem-solving
Content Analysis of Science Education Research in Special Education Journals
No full textThis study examines the special education studies on science education in the ERIC database. The main facts to be determined in the content analysis conducted in this study are as follows: subject types of special education studies in the field of science education, change of preferred studies according to years, main objectives, research methods, sample sizes, data collection tools, research method, data analysis method, the types of disabilities of the individuals in the samples, the level of education of the participants, the types of techniques used in the analyses. The articles reviewed in the study were searched in ERIC databases. As a result of the search, 87 articles were examined within the scope of science and special education in nineteen journals. Tables and figures were used to make the findings more understandable. According to study results: It has been concluded that both researchers working in the field of special education and researchers working in the field of science education do not want to conduct science education studies with individuals with special needs; the special education studies mainly were conducted in the field of science and technology; the studies were mainly focused to STEM; it was determined that the most studies were done in the field of science education and the least in the field of physics, chemistry, and astronomy; "Quasi-experimental" and "Multiple design" methods were preferred the most among the quantitative research methods
Research Trends about Analogy Studies in Science Education: A Descriptive Content Analysis
Get PDFAnalogies are bridges between prior knowledge and new knowledge to make meaning of the new one. Analogies are particularly effective in teaching science concepts that are not very apparent in the students' everyday lives due to their abstract nature. For this reason, it is essential to adapt analogies to teach new concepts effectively in science education. Analogy-related studies published between 2009 and 2020 were examined in this manuscript to determine the use of analogies as a teaching technique in science education (Physics, Chemistry, Biology). To reach the studies about "Analogy," ERIC, EBSCO, Springer LINK, Taylor Francis, Wiley Online Library Full Collection, Science Direct, ProQuest Dissertations, Theses Global, Google Scholar, and Scopus databases were searched. Then, Turkish databases, including ULAKBIM and YÖK (National Thesis Center), were also searched. A total of 80 research papers published between 2009 and 2020 that met the study's criteria were examined. Within the scope of the study, the subject areas, purpose, sample, results, and suggestions of compiled analogy studies were focused on. Based on the analysis, it was determined that most of the analogy research was conducted in the field of chemistry, the most employed methodology was qualitative research, and the most common purpose of these studies was to see the effects on academic achievement. When the studies were conducted to examine academic achievement, it was seen that the use of analogy applications as a teaching technique in science teaching has positive results on student achievement
Determining the Cognitive Structures of Secondary School Students on COVID-19
Get PDFThis research aims to determine the cognitive structures of secondary school students about COVID-19. In this research, a case study, one of the qualitative research methods, was used, and demographic information and a word association test were the data sources. The study group of the research consists of 226 students who continue their education in the 6th and 7th grades of a public secondary school. The data were collected via Google Form, and the obtained data were analyzed by content analysis. The cognitive structures of secondary school students on the concept of COVID-19 are grouped under 11 categories. These categories are COVID-19 Prevention Methods, COVID-19 Reflections in Press, COVID-19 Results, COVID-19 Perceptions, Causes of COVID-19 Transmission, COVID-19 Treatment, COVID-19 Symptoms, Countries where COVID-19 are Common, Characteristics of COVID-19, COVID-19 Carriers and COVID-19 Diagnostic Ways. When these categories were examined, it was seen that the students' cognitive structures about the concept of COVID-19 focused on COVID-19 Prevention Methods, COVID-19 Reflections in Press, COVID-19 Results, and COVID-19 Perceptions. In addition, it has been determined that some students have misconceptions about the COVID-19 virus
Enriching Pre-service Teacher Education with Keeping Learning Journals
Get PDFInvestigating the integration of learning journals into a pre-service teacher education course to promote reflection was the overall goal of this study. Studies about evaluating students’ journals have generally analyzed them using a holistic and general approach without examining their content and levels of reflection. This study focuses on both contents, levels of reflection, and their relationship. The participants of the study consisted of 33 senior pre-service elementary teachers. The participants were asked to produce a learning journal entry each week at the end of the Science, Technology, Society, and Environment class, in which they were asked to reflect on what they had learned. A deductive content analysis was utilized to determine the levels of reflection of the pre-service teachers’ journals. Deductive content analysis was used to determine the levels of reflection of the pre-service teachers’ journals. The levels of reflection of the participants were moderate and did not show a pattern of improvement over time; instead, the levels of reflection depended on the content of the related class meeting. The majority of the participants agreed that keeping learning journals improved their self-expression and self-assessment skills and retention. The feedback cycle should be reconsidered for further improvement in the journals