1,720,994 research outputs found
Game-based unplugged computational thinking focused activities on cell divisions: Secondary school students' levels of using computational thinking skills
Full text linkBu çalışma, hücre bölünmeleri konusu kapsamında gerçekleştirilen oyun temelli bağlantısız bilgi işlemsel düşünme (BİD) odaklı etkinliklerin, 7. sınıf öğrencilerinin BİD becerilerini nasıl kullandıklarını ve bu becerileri kullanma düzeylerini nasıl desteklediğini ortaya koymayı amaçlamıştır. Nitel araştırma yöntemlerinden durum çalışması deseni kullanılarak gerçekleştirilen çalışmaya 17 öğrenci katılmıştır. Çalışmada 6 hafta boyunca hücre bölünmeleri konusunda oyun temelli bağlantısız BİD etkinlikleri gerçekleştirilmiştir. Veriler, süreç boyunca alınan gözlemci notları, öğrencilerin tasarladığı oyunlar ve bu oyunların tasarım metinleri aracılığıyla toplanmıştır. Toplanan veriler, öğrencilerin BİD becerilerini nerede, nasıl (doğru veya yanlış) ve hangi düzeylerde (yetersiz, geliştirilebilir ve yeterli) kullandığını ortaya koymak amacıyla betimsel analiz yöntemi ile analiz edilmiştir. Bulgular, algoritmik düşünme ve yineleme becerilerinin öğrenciler tarafından en fazla sayıda doğru ve yeterli düzeyde kullanıldığını ortaya koymuştur. Aynı zamanda oyunlarda mantıksal düşünme becerisinin farklı düzeylerde (yetersiz, geliştirilebilir ve yeterli) uygulandığı, soyutlama ve örüntü tanıma becerilerinin ise öğrenciler için en fazla zorluk teşkil eden beceriler olduğu tespit edilmiştir. Çalışma, araştırmacılara ve fen eğitimcilerine oyun temelli bağlantısız BİD odaklı etkinliklerin sınıflarda kullanımına yönelik önemli bulgular ve katkılar sunmaktadır.This study aimed to reveal how game-based unplugged computational thinking (ICT) focused activities carried out within the scope of cell divisions support 7th grade students' use of IC skills and the extent to which they use these skills. The study was carried out using a case study design, one of the qualitative research methods, with the participation of 17 students. In the study, game-based unplugged CT activities on cell division were carried out for 6 weeks. Data were collected through observer notes taken during the process, the games designed by the students, and the design texts of these games. The collected data were analyzed using the descriptive analysis method to determine where, how (correctly or incorrectly), and at what levels (insufficient, improvable, and sufficient) the students used their CT skills. The findings revealed that algorithmic thinking and iteration skills were the most frequently used correctly and at a sufficient level by the students. Additionally, it was found that logical thinking skills were applied at different levels (insufficient, improvable, and sufficient) in the games, while abstraction and pattern recognition skills posed the greatest challenges for the students. The study provides significant findings and contributions for researchers and science educators regarding the use of game-based, unplugged CT-focused activities in classrooms
Lise öğrencilerinin okula aidiyet duygularının yordayıcısı olarak gelecek beklentileri ve özyeterlikleri
No full textBu araştırmada lise öğrencilerinin gelecek beklentileri, özyeterlikleri ve okula aidiyet duyguları arasındaki ilişki incelenmiştir. İlişkisel tarama modelinin kullanıldığı araştırmaya 286 öğrenci katılmıştır. Araştırma verileri gelecek beklentisi, çocuklar için özyeterlik ve okula aidiyet duygusu ölçekleri ile toplanmıştır. Ölçeklerden elde edilen veriler çoklu regresyon analizi ile çözümlenmiştir. Araştırma sonuçları öğrencilerin gelecek beklentileri, okula aidiyet duyguları ve özyeterlikleri arasında ikili anlamlı ilişkilerin varlığını ortaya koymuştur. Ayrıca gelecek beklentisinin ve özyeterliğin okula aidiyet duygusunun anlamlı yordayıcıları olduğu belirlenmiştir. Buna göre lise öğrencilerinin gelecek beklentileri ve özyeterlikleri arttıkça okula aidiyet duyguları da artmaktadır. Araştırmadan elde edilen bulgular doğrultusunda öğrencilerin okula aidiyet duygularını arttırmak için gelecek beklentilerinin ve özyeterliklerinin tespit edilmesine ve arttırılmasına yönelik önerilerde bulunulmuştur
Science Teachers’ Argument Types and Supporting Reasons on Socioscientific Issues: COVID-19 Pandemic
No full textThis study examines the types of arguments and supporting reasons of science teachers on socioscientific issues. The case study was used in this study conducted with seven science teachers. Data were collected through three scenarios developed about vaccination, curfew and distance education in the context of COVID-19. Within the context of the data obtained, the argument types of the teachers were evaluated through the deductive content analysis, and the supporting reasons they presented for their arguments were evaluated through the inductive content analysis. Study results showed that the science teachers offered more arguments, including a claim and the reasons supporting this claim and that the arguments where the pros and cons analysis was performed and the reasons for the different aspects of an issue are presented in detail could be presented less. In addition, although there were differences in the supporting reasons of the teachers according to the content of the scenario, these reasons were concentrated on the subject areas of health, social, value and personal experience. The findings can contribute to improving the science teachers’ argumentation qualifications and increasing the quality of in-class argumentation practices
EXPLORING MIDDLE SCHOOL STUDENTS’ ENVIRONMENTAL ATTITUDES THROUGH ECOCENTRISM AND ANTHROPOCENTRISM
Full text linkToday, the decrease of bonds established with nature due to the use of technology, the increase in urbanization and the change of daily routines might affect people’s attitudes and behaviours towards environment negatively. Considering that attitudes are one of the most important factors affecting behaviours, in the current study, it is aimed to reveal students’ environmental behaviours and whether the attitudes that underlie these behaviours are ecocentric or anthropocentric. In the context of basic qualitative design, twelve questions related to environmental behaviours were asked to middle school students and in addition, students were required to explain the reasons of their behaviours. The findings revealed that middle school students had ecocentric and both ecocentric and anthropocentric attitudes for the questions related to sensitive behaviour and attentive behaviour. However it was seen that students showed anthropocentric attitudes for the questions related to energy/product saving and for the questions about sorting out the garbage, throwing the garbage into the recycling bin and using products having recyclable materials in their packaging. Therefore it is recommended to organize environmental education that supports students’ environmental attitudes when the issue have an economic dimension and that encourage them for recycling applications.
Keywords: environmental attitudes, environmental behaviours, middle school student
EXPLORING MIDDLE SCHOOL STUDENTS’ ENVIRONMENTAL ATTITUDES THROUGH ECOCENTRISM AND ANTHROPOCENTRISM
Full text linkToday, the decrease of bonds established with nature due to the use of technology, the increase in urbanization and the change of daily routines might affect people’s attitudes and behaviours towards environment negatively. Considering that attitudes are one of the most important factors affecting behaviours, in the current study, it is aimed to reveal students’ environmental behaviours and whether the attitudes that underlie these behaviours are ecocentric or anthropocentric. In the context of basic qualitative design, twelve questions related to environmental behaviours were asked to middle school students and in addition, students were required to explain the reasons of their behaviours. The findings revealed that middle school students had ecocentric and both ecocentric and anthropocentric attitudes for the questions related to sensitive behaviour and attentive behaviour. However it was seen that students showed anthropocentric attitudes for the questions related to energy/product saving and for the questions about sorting out the garbage, throwing the garbage into the recycling bin and using products having recyclable materials in their packaging. Therefore it is recommended to organize environmental education that supports students’ environmental attitudes when the issue have an economic dimension and that encourage them for recycling applications
Future Expectations and Self-Efficacy of High School Students as a Predictor of Sense of School Belonging
Full text linkBu araştırmada lise öğrencilerinin gelecek beklentileri, özyeterlikleri ve okula aidiyet duyguları arasındaki ilişki incelenmiştir. İlişkisel tarama modelinin kullanıldığı araştırmaya 286 öğrenci katılmıştır. Araştırma verileri gelecek beklentisi, çocuklar için özyeterlik ve okula aidiyet duygusu ölçekleri ile toplanmıştır. Ölçeklerden elde edilen veriler çoklu regresyon analizi ile çözümlenmiştir. Araştırma sonuçları öğrencilerin gelecek beklentileri, okula aidiyet duyguları ve özyeterlikleri arasında ikili anlamlı ilişkilerin varlığını ortaya koymuştur. Ayrıca gelecek beklentisinin ve özyeterliğin okula aidiyet duygusunun anlamlı yordayıcıları olduğu belirlenmiştir. Buna göre lise öğrencilerinin gelecek beklentileri ve özyeterlikleri arttıkça okula aidiyet duyguları da artmaktadır. Araştırmadan elde edilen bulgular doğrultusunda öğrencilerin okula aidiyet duygularını arttırmak için gelecek beklentilerinin ve özyeterliklerinin tespit edilmesine ve arttırılmasına yönelik önerilerde bulunulmuştur.In this research, the relationship among high school students’ future expectations, self-efficacy and sense of school belonging was investigated. 286 students participated in the study using the relational survey model. The research data were collected with the Future Expectation Scale, Self-Efficacy Scale for Children, and the Psychological Sense of School Membership Scale. The data obtained from these scales were analyzed by multiple regression analysis. The results of the study revealed that there were bilateral significant correlations between the students’ future expectations, self-efficacy and sense of school belonging. In addition, it was determined that future expectations and self-efficacy were significant predictors of the sense of school belonging. According to this, as the future expectations and self-efficacy of high school students increase their sense of school belonging increases. In line with the findings of the research, suggestions were made to determine and increase the future expectations and self-efficacy of the students to increase their sense of school belonging
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
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
The effect of teaching socioscientific issues with cooperative learning model on pre-service teachers’ argumentation qualities
Full text linkIn this study, the effect of teaching socioscientific issues with cooperative learning model on the argumentation qualities of pre-service teachers was investigated. The study group consisted of 40 primary school pre-service teachers studying at Muş Alparslan University. Exploratory sequential research design was used in this study. In the quantitative dimension of the study, quasi-experimental design with pretest-posttest control group was carried out. In this context, a control and 2 experimental groups were formed. Jigsaw and learning together methods were implemented with the experimental groups and activities suitable for group works were carried out with the control group. In the qualitative dimension, semi-structured interviews were conducted with the pre-service teachers. At the end of the study, the argumentation qualities of the pre-service teachers were evaluated with descriptive analysis and semi-structured interviews were evaluated with content analysis. Findings revealed that cooperative learning methods, especially jigsaw method, positively affect the pre-service teachers' arguments.In this study, the effect of teaching socioscientific issues with cooperative learning model on the argumentation qualities of pre-service teachers was investigated. The study group consisted of 40 primary school pre-service teachers studying at Muş Alparslan University. Exploratory sequential research design was used in this study. In the quantitative dimension of the study, quasi-experimental design with pretest-posttest control group was carried out. In this context, a control and 2 experimental groups were formed. Jigsaw and learning together methods were implemented with the experimental groups and activities suitable for group works were carried out with the control group. In the qualitative dimension, semi-structured interviews were conducted with the pre-service teachers. At the end of the study, the argumentation qualities of the pre-service teachers were evaluated with descriptive analysis and semi-structured interviews were evaluated with content analysis. Findings revealed that cooperative learning methods, especially jigsaw method, positively affect the pre-service teachers' arguments
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