1,720,971 research outputs found
Examining relations between physics-related personal epistemology and motivation in terms of gender
No full text0000-0003-4222-7468WOS: 000467779300010The gender gap continues to exist in physics education. The author examines the gender-related differences in the relations and strengths among personal epistemologies, motivation, and achievement in physics among Turkish high school students. Established questionnaires were used to identify students' personal epistemologies, motivations and achievement in physics. A total of 567 ninth-grade students from three high schools in Mugla Province in Turkey participated in the study. Multigroup structural equation modeling was used to determine the gender differences in the relations and strengths among personal epistemology, motivation, and achievement in physics. Results from the structural equation modeling showed that students' personal epistemologies directly predicted their motivation and indirectly their achievement in physics. Multigroup structural equation modeling analysis showed that the strength of the relations between personal epistemology and motivation varied for female and male students. Implications for future directions are discussed
The relationship between personal epistemology and self-regulation among Turkish elementary school students
No full text0000-0003-4222-7468WOS: 000400333900007The purpose of the study was to determine the level of the relationship among Turkish elementary school students' personal epistemologies, motivation, learning strategies, and achievements in science. A total of 322 fifth-grade students participated in the study. Results from the structural equation modeling showed that students' personal epistemologies influence both their motivation and metacognitive strategies in science learning. Viewing scientific knowledge as constructed by the learner contributes to the students having high motivations, high science achievement, and the ability to engage metacognitively in learning tasks
Levers and mixtures: An integrated science and mathematics activity to solve problems
No full text0000-0003-4222-7468WOS: 000404246600002In recent years, the integration of science and mathematics has become popular among educators because of its potential benefits for student learning. The purpose of this study is to introduce a two-day interdisciplinary lesson that brings science and mathematics concepts together, actively engaging students in working with percentages of the ingredients in mixtures with the concept of torque. Participation in this Grade 7-9 lesson provides opportunities for students to learn from both content areas as they progress through a variety of science process skills
Exploring the Anxiety State of the Science Majoring International Graduate Students with Conditional Acceptance in the United States
No full textAs the conditionally accepted students enroll in the graduate courses, not having met the English proficiency requirement in their program yet creates a vulnerable state of mind for them. This phenomenological study explores the anxiety state of the conditionally admitted international students at a US higher institution. Six science and engineering graduate students who have not yet met the English proficiency requirement participated in one-on-one and semistructural interviews. Findings indicate that the students were at high risk of anxiety and depression, and less motivated than their peers because of the ongoing fear of being unsuccessful if they do not receive the required TOEFL score, or its equivalent, in the given time. The study findings help explore the severity of the anxiety and the depression the international students experience as they continue working to succeed in their career. Future implications and directions were discussed. © 2017, International Journal of Research in Education and Science. All rights reserved
Examine middle school students' constructivist environment perceptions in Turkey: School location and class size
No full textThis study aims to examine the middle school students' perceptions of the classroom learning environment in the science course in Turkey in terms of school location and class size. In the study the Assessing of Constructivist Learning Environment (ACLE) questionnaire was utilized to map students' perceptions of the classroom learning environment. The sample included 1882 students from Grades 6-8 randomly selected twenty schools in a northern province in Turkey. Data analysis revealed that there were significant differences between the perceptions of students from rural/urban schools and small/large classes. More specifically, students in small classes and rural schools reported their classroom learning environments more positively than those who were in large classes and urban schools in dimensions of thought provoking, collaboration, life relevance, concurrent learning and assessment, and bringing different viewpoints. Implications and future directions were discussed
Examination of the Relations amongst Support, Class Belonging and Teacher Self-Efficacy in Turkish Pre-Service Teachers
No full textBu çalışmada pedagojik formasyon eğitimi sertifika programında yer alan öğretmen adaylarının algıladıkları destek ve sınıfa aitlik duygularının öğretmen öz-yeterlik algısına katkısının incelenmesi amaçlanmıştır. Çalışmanın katılımcılarını Ege Bölgesindeki bir devlet üniversitesinde Pedagojik Formasyon Eğitimi Sertifika Programına katılan farklı bölümlerden toplam 357 öğretmen adayı oluşturmaktadır. Araştırmanın verileri Öğretmen Öz-yeterlik Ölçeği, Sınıfa Aidiyet Duygusu Ölçeği ve Algılan Destek Ölçeği ile toplanmıştır. Değişkenler arasında ilişkinin incelenmesi için MPLUS programında yapısal eşitlilik modeli (YEM) tekniği kullanılmıştır. Öğretmen adaylarının en çok desteği ailelerinden, en az desteği ise öğretim elemanlarından aldıkları belirlenmiştir. Bu çalışmada incelenen üç destek türü içinde öğretim elemanlarından alınan desteğin öğretmen adaylarının öz-yeterlik algılarının tüm alt boyutlarıyla anlamlı derece ilişkili olduğu bulunmuştur. Yol katsayıları sınıfa bağlılık duygusunun öğretmen adaylarının öz-yeterlik alt boyutlarının hepsiyle pozitif ilişkili olduğunu göstermektedir. Öğretmen adayları sınıf ve öğretim üyelerinden destek aldıkça sınıfa bağlılık duyguları gelişmekte ve bu duyguda öğretmen adaylarının öz-yeterliklerinin artmasını sağlamaktadır.In this study, it was aimed to investigate the contributions of support and class belonging to teacher self-efficacy. A total of 357 teacher candidates from the different departments enrolled in the Pedagogical Formation Education Certificate Program at a state university in the Aegean Region of Turkey participated in the study. Teacher Self-Efficacy Scale, Psychological Sense of Membership Scale and Perceived Support Scale were used to collect data. To examine the relationship between variables, structural equation modeling technique was utilized in the MPLUS program. It was found that the teacher candidates received the most support from their families and the least support from their instructors. Analysis revealed that the support received from the instructors was statistically significantly related to all the sub-dimensions of teacher self-efficacy. Findings showed that class belonging was positively related to all of the sub-dimensions of teacher self-efficacy. Findings suggest that whenteacher candidates receive support from their classmates and instructors, their sense of class belonging would increase and eventually, their teacher self-efficacy would grow up
Descriptive Studies of the Relations between Personal Epistemology and Self-Regulated Learning
Full text linkIn my dissertation, I have examined the relations between students��� personal epistemologies and self-regulated learning. I have conducted three independent studies for my three-article dissertation. The first study is a meta���analytic research of the relations between personal epistemology and self-regulated learning. I analyzed 40 published articles in the literature and computed an overall effect size for the reported relations between personal epistemology and self-regulated learning. I also examined the roles of the moderator factors (i.e., culture, age, sex, and subject area) on those relations. The meta-analysis revealed a small but statistically significant mean effect size (r=.24 under fixed effects model, and r=.22 under random effects model). The moderator analyses revealed that although students��� grade level did not statistically significantly predict the relations under fixed- and random-effects models, the effects of culture, sex, and subject area on the relations were statistically significant.
For my second study, I collected quantitative data at a high school in Turkey to explore the relations between the students��� personal epistemologies and self-regulated learning. Two-hundred-nine high school students at the school in Turkey participated in the study. Results from the structural equation modeling (SEM) showed that students��� personal epistemologies predict both their motivation and meta-cognitive strategies to learn physics.
For my third study, I employed a case study in order to explore high school students��� personal epistemologies in school science practice in a STEM charter school located in South Central United States. For this study, I observed nine students in a physics class and conducted individual and group interviews with them over six weeks. I audio recorded students��� conversations in class. Results showed that the students hold na��ve beliefs about the nature of scientific knowledge and knowing. The students viewed scientific theories as ideas or thoughts that needed to be tested. In their view, a school science experiment had either a correct or an incorrect answer.
The three studies I conducted and report in this document help us better comprehend how personal epistemology is related to self-regulated learning and to design instruction to help students��� understand the nature of scientific knowledge
Turkish Adaptation of Internet Based Redading Motivation And Engagement Scale And An Examination with Pre-Service Teachers
No full textBu çalışmanın birinci amacı, Braten, Brandmo ve Kammerer (2019) tarafından geliştirilen ve 12 maddeden oluşan “İnternet Tabanlı Okuma Motivasyonu ve Etkileşim” ölçeğini Türkçe ’ye uyarlamaktır. Ardından uyarlanan ölçek ile öğretmen adaylarının internette eğitim odaklı okumalarındaki motivasyon düzeylerini ve davranışsal karakteristiklerini çeşitli değişkenler göz önünde bulundurarak incelemektir. 362 öğretmen adayından toplanan verilerle yapılan açımlayıcı ve doğrulayıcı faktör analizleri ölçeğin orijinali 4 faktörlü bir yapısının geçerli olduğunu göstermiştir. Ayrıca hesaplanan Cronbach alfa değerleri ölçeğin güvenilir olduğunu göstermektedir. İnternet tabanlı okuma motivasyonuna değişkenlerin etkisi incelendiğinde bazı demografik ve internet kullanım amaçlarının etkisi bulunmuştur. Diğer bir ifadeyle, kızların erkeklere göre, dizüstü bilgisayar kullananların akıllı telefon kullananlara göre ve eğitim ve akademik odaklı interneti kullananların, oyun ve sosyal medya odaklı kullananlara göre daha yüksek internet tabanlı okuma motivasyonuna sahip olduğu görülmüştür. Eğitimsel ve teknolojik uygulamalar ilgili alanyazın ışığında tartışılmıştır.This study first aimed adapt “Internet Based Reading Motivation and Engagement” scale developed by Braten, Brandmo and Kammerer (2019) and consisted of 12 items into Turkey. Then, internet based reading motivation and engagement levels and behavioral characteristics of pre-service teachers were examined with the adapted scale considering various demographic information. The exploratory and confirmatory factor analysis carried out with the data obtained from 362 pre-service teachers revealed that the original scale with 4-factor was valid. Furthermore, the calculated Cronbach alpha values indicated that the scale is reliable. Examining the effect of variables on internet-based reading motivation, various statistical significant differences were observed. In other words, it was seen that females, those who use laptops, and those who use the internet for educational purposes and scientific research had higher internet-based reading motivation and engagement than men, those who use smartphones, those who use the internet for social media and games. Given the findings of the study, educational and technological implementations were discussed in lights of the relevant literatures. Abstract must be 12pt, single line spacing, and both sides must be aligned. Text should not exceed 250 words
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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