1,954 research outputs found
Examining the relations between science attitudes, logical thinking ability, information literacy and academic achievement through internet assisted chemistry education
No full textIs it possible to improve science process skills and attitudes towards chemistry through the development of metacognitive skills embedded within a motivated chemistry lab?
No full textEliminate with Created Argument Environment after Evaluated and Categorized Misconceptions in an Ontological Sense
No full textPurpose: This study aimed to ascertain misconceptions of students about basic physical concepts in the Force and Motion unit of secondary school seventh class curriculum, to eliminate the misconceptions with created argument environment and traditional approaches after evaluated, and categorize these misconceptions in an ontological sense. Research Methods: Considered fundamental problems and sub-problems for which answers are sought. A semi-experimental model with pre-test and post-test control groups was utilized. Detected ontological categories were analyzed and discussed for each question located in the Force and Motion concept test. Findings: Before and after applications after physical concepts about the Force and Motion unit were examined and categorized ontologically. 301 examined misconceptions from students in the experimental group arose from placement in the higher category. 150 misconceptions that arose from the placement in the lateral category were identified before application. 252 misconceptions of the 301 misconceptions (83.72%) that arose from placement in the higher category were corrected due to argumentation works that were executed. 128 misconceptions out of 150 (85.33%) misconceptions that were placed in the lateral category were corrected after an argumentation analysis. Implications for Research and Practice: Studies such as determination, evaluation, and correction of misconceptions should be performed by using ontological categories. This study shows that the implementation of argumentation works is more successful in the elimination of misconceptions placed in constraint-based interactionnatural, random-event, and matter categories. In this way, learning environments can be designed to be more efficient and infallible. (C) 2017 Ani Publishing Ltd. All rights reserve
A Structural Model of Prospective Science Teachers' Nature of Science Views
No full textThis study aims to establish a viable structural model of prospective science teachers' nature of science (NOS) views, which could be used as an analytical tool for understanding the complex relationships between prospective teachers' conceptions of NOS and factors possibly affecting their conceptions. In order to construct such a model, likely factors that might influence prospective teachers' NOS views were hypothesized. These included science process skills; attitudes toward science teaching; academic achievement in pedagogical and science courses; and social, religious, economic, political, aesthetic, and theoretical values. The hypothetical model was then developed and modified using structural equation modeling methodology. The final viable model indicates that attitudes toward science teaching, science process skills, academic achievement in pedagogical courses, religious values, and economic values explain NOS views with low predictive power
Effect of computer aided teaching of acid-base subject on the attitude towards science and technology class
No full textIn this study, the effect of computer aided teaching of acid-base subject on the attitude towards science and technology course is investigated. In the material developed by the researcher, it was aimed to enable students learn acid-base subject by interactive animations and simulations. For the purpose of collecting data in the research, Attitude towards Science and Technology Course Scale, developed by Nuhoglu (2008), was used. In the statistical analysis of data, t-test was performed. Results indicate that, teaching of acid-base subject supported with computer aided teaching had a positive effect on the attitude of students towards science and technology course. (C) 2010 Elsevier Ltd. All rights reserved
A descriptive analysis of prospective science teachers' beliefs and expectations about laboratory course
No full textThis study investigated prospective science teachers' beliefs and expectations about chemistry laboratory course at the beginning and the end of the semester. 27 freshmen participated in this study. They carried out 11 experiments and had a metacognitive training by filling reflective forms, which were developed by the authors, and making pre- and post-discussions throughout a semester. The participants were administered pre- and post-course reflective forms, before and after the treatment, respectively and filled pre- and post-performance forms, at the beginning and the end of each lesson, respectively. They prepared reports of each experiment and received feedback for both their performation during the lessons and their reports. At the end of each lesson the students were asked authentic research questions related to the topic of the experiment and sometimes asked to design a new experiment. Students' answers to the pre- and post-course reflective forms were analyzed and coded. The frequencies of these codes were presented and discussed. The analysis of pre- and post-course reflective forms showed that the diversity of the students' responses about laboratory course increased throughout the course period. The results also indicated the increase in the use of metacognitive skills and the outcome expectations, especially self-efficacy beliefs of prospective science teachers. (C) 2010 Elsevier Ltd. All rights reserved
The Teaching Processes of Prospective Science Teachers with Different Levels of Science-Teaching Self-Efficacy Belief
No full textThe concept of self-efficacy, which is an important variable in the teaching process, and how it reflects on teaching have recently been the focus of attention. Therefore, this study deals with the relationship between the science-teaching self-efficacy beliefs of prospective science teachers and their teaching practices. It was conducted with four prospective science teachers who were in their final year at a state university. The teaching processes of prospective science teachers, all of whom had different levels of science teaching self-efficacy beliefs, were detected using the case study, a qualitative research method. Observations, interviews, and documents were used as data collection tools. The obtained data were analyzed through the method of content analysis. According to the findings, although the prospective science teachers were observed to have different levels of self-efficacy belief, they agreed that the student-centered approach was more suitable for students, especially in terms of the teaching process. However, they reflected this differently in their practices. Contrary to expectation, it was generally confirmed that teachers with high-levels of self-efficacy might perform their teaching practices less efficiently in some situations, while teachers with low-level of self-efficacy might perform their teaching practices more efficiently
Thermal analysis of a white calcium bentonite
No full textA white calcium bentonite (CaB) taken from CamlA +/- dere (Ankara, Turkey) region was heated at various temperatures between 100 and 1100 A degrees C for 2 h. The mineralogy of the CaB was determined as calcium smectite (CaS), metahalloysite (MH), opal-A (OA), opal-CT (OCT), quartz (Q), feldspar (F), and calcite (C) using the X-ray diffraction patterns of the natural CaB and its heated samples. Besides the XRD patterns, the thermogravimetry, differential thermal analysis, and low-temperature nitrogen adsorption (N-2-AD) data show that the CaS lose adsorbed and hydration water up to 300 A degrees C, dehydroxylation takes place between 300 and 750 A degrees C, and then the 2:1 layer structure completely collapses above 900 A degrees C. The activation energies for the dehydration and dehydroxylation were calculated as 7636 and 48838 J mol(-1), respectively, from the TG data using Coats and Redfern method. The specific surface area (S) and specific micro-mesopore volume (V) obtained from N-2-AD data were 44 m(2) g(-1) and 0.100 cm(3) g(-1) for the natural CaB. S and V reach their maxima of 105 m(2) g(-1) and 0.155 cm(3) g(-1), respectively, at 300 A degrees C, remain approximately constant as the temperature increases up to 700 A degrees C and then decrease almost in parallel with each other, reaching their minima at 900 A degrees C. This indicates that the S and V values increase gradually during dehydration and dehydroxylation of the CaS
Optimization of bleaching power by sulfuric acid activation of bentonite
No full textAbstract Acid activation was carried out by heating muds prepared from Ca-rich bentonite (CaB), sulfuric acid (H 2 SO 4 ) and distilled water, yielding various bleaching earths (BEs). The roles of each of the process variables, namely mass fraction of H 2 SO 4 ( x ) in the dried CaB and pure H 2 SO 4 mixture, heating temperature ( T ) and contact time ( t ), in the activation were tested. The raw CaB and each BE were examined with X-ray diffraction, chemical analyses, N 2 adsorption/desorption, pH-metry and tintometry. The BE contents in both the aqueous and oily suspensions were set to 2% by mass in order to measure the pH value and the bleaching power, respectively. The optimum conditions for the activation to obtain a BE having the same bleaching power (0.60) as Tonsil® Optimum Bleaching Earth for soybean oil were determined as x = 0.35, T = 100°C and t = 2 h. The bleaching power increased only marginally upon increasing the activation time from 2 h up to 10 h at a given x and T . After 10 h, significant changes did not take place in the bleaching power of the BE. The mass fraction of total structural metal oxide ( y ), pH value, specific pore volume ( V ), specific surface area ( S ) and mean internal diameter ( D ) of the mesopores for the optimized BE are y = 0.10, pH = 3.0, V = 0.31 cm 3 g –1 , S = 225 m 2 g –1 and D = 7 nm. The pH and D values were more important for bleaching the alkaline refined soybean oil compared to the other parameters tested
Hale Woodruff Collection
No full textHale Aspacio Woodruff was a renowned artist and educator, attending the John Herron Art School in Indianapolis, Indiana; the Chicago Art Institute; Academie Moderne and Academie Scandinave in Paris, France; Fog Art Museum of Harvard University; and studying in Mexico with Diego Rivera. Woodruff began his teaching career at Atlanta University in 1931 helping to develop an art curriculum and build a strong faculty. Among his most noted achievements was the establishment of the Atlanta University Annual Exhibition of Paintings, Sculpture and Prints by Negro Artists, a national competition for new and established artists, held from 1942 through 1970. Woodruff left Atlanta University in 1946 to accept a position at New York University, where he retired in 1967. Among his most outstanding works are the murals - The Amistad Mural, and The Founding of Talladega College, Talladega College, Alabama, The Art of the Negro, Atlanta University, Georgia, The Golden State Mural, Golden State Mutual Life Insurance Company, California. This small collection about Hale Woodruff is primarily materials accumulated by Winifred Stoelting in doing research for her dissertation, Hale Woodruff, Artist and Teacher: Through the Atlanta Years, Emory University, 1978. Upon completion of the dissertation, Dr. Stoelting donated her research materials to the Atlanta University Trevor Arnett Library Negro Collection.
At the AUC Robert W. Woodruff Library we are always striving to improve our digital collections. We welcome additional information about people, places, or events depicted in any of the works in this collection. To submit information, please contact us at [email protected]
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