277 research outputs found
Evaluation of the STEM Practices: The Science Courses of Inclusive Students
No full textThis research is a case study that aims to evaluate the skills, which are performed in STEM practices, of the students with SENs in the resource rooms where science courses are taught. The study group consists of three 7th grade students with SENs. Data collection tools include content knowledge test, checklist, material evaluation form, STEM skills rubric, self-evaluation form, and semi-structured interview form. The data analysis methods involve descriptive analysis and content analysis. Findings show that the students are able to transfer their science knowledge into practice through current materials. However, they can't associate with knowledge of mathematics, technology, and engineering. In addition, it was observed that students were planning their designs in their minds but could not concretely drawing on paper. Nevertheless, it was determined that they were able to realize their designs. The result of this research has suggested that inclusive students should be integrated into STEM practices
Investigation of the Effect of Web 2.0 Supported 5E Learning Model on Students' Success and Opinion in Teaching Pressure Unit in Distance Education
No full textInvestigation of in-Service and Pre-Service Science Teachers’ Perceptions of Scientific Process Skills
No full textThis study aims to determine the perceptions of the use of scientific process skills of in-service and pre-service teachers working in branches related to science courses in secondary and high schools. Therefore, this research was designed based on a relational survey model and was carried out with 150 science teachers in Turkey and 260 pre-service teachers from two different universities. The Scientific Process Skills Perception Scale was used to measure their perceptions of scientific process skills. An independent sample t-test was applied to compare the difference between the perceptions of scientific process skills of in-service and pre-service teachers. The results showed no significant difference between the two groups. The ANOVA results further showed that the duration of teachers’ service did not make a significant difference in their scientific process skill perceptions. The results of this study revealed that in-service and pre-service teachers should be supported with training to reduce their reservations about using scientific process skills. Keywords: Pre-service science teachers, Scientific process skills perception, Science teachers
Secondary School Students' Performance and Opinions Towards Activities Based on Engineering Design Process
No full textThe purpose of this study was to investigate secondary school students' performance and views in activities based on the engineering design process. From the two selected secondary schools, 48 students voluntarily participated in this study. For each school, six students were selected from each of the grades 5, 6, 7, and 8. In this study, a case study approach was used which is one of the types of qualitative research design. Four different situations were considered from a holistic approach in two different schools. To obtain the data, qualitative data collection techniques were chosen. The observation, interview forms were analysed through descriptive analysis. Two researchers implemented the activities based on the engineering design process to all the groups. In the first week, the students were informed about the engineering design process. The following weeks, the students worked in groups and undertook the activities designed by the researchers for each grade level in accordance with the relevant units. The results of this study revealed that students at lower grades had difficulty identifying the problem, obtaining the data, drawing the design, using the materials, and redesigning steps. However, all the students had positive views related to the implementation of the engineering design process
Elimination by Gamification the 5th Grade Students’_x000D_ Misconceptions about the Matter and Phase Change
No full textWhile the purpose of this study is to reveal misconceptions about the Phase Change of Matter in thefifth grade Matter and Its Nature unit at the same time to overcome these misconceptions with gamified education.In accordance with these purposes, the "The Form of Misconceptions about Matter and Phase Change" consistingof four open-ended questions that was developed and implemented. This form was applied as a pre-and post-testto 20 students who are fifth grade students in the 2019-2020 academic year. While the instruction was carried outwithin the current teaching plan, the gamification components were added to the course and the intruction wasperformed. At the end of the study, it was determined that the students had difficulty in distinguishing the conceptsof evaporation and boiling, and they used the concept of smoke instead of vapor. After the course, which wascarried out using gamification components, it was determined that the students did not confuse the phase changesand could differentiate between the concepts of steam and smoke
Eğitim hizmetlerinde yerel yönetimlerin rolünün değerlendirilmesi: Okul yöneticileri ve belediye eğitim yöneticilerinin görüşleri
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Investigation of secondary school students’ views on web 2.0 supported educational web site
No full textCOVID-19 salgın sürecinde eğitim ve öğrenmeye devam etmek için bu
değişen koşullara hızla uyum sağlanması gerektiği anlaşılmıştır. Bu süreçten
sonra öğrencilerin ve öğretmenlerin çok yönlü, çok görevli, özellikle teknoloji
odaklı bir dünyada öğretme ve öğrenme becerilerine sahip olmaları beklenir.
Birçok ülkede, ilköğretimden yükseköğretime kadar tüm öğretim ve öğrenim
uzaktan ve çevrimiçi eğitime dönüşmüştür. Bu çalışmada bahsedilen eğitsel web
sitesi, çevrimiçi eğitime hem destek hem de alternatif olabilir. Çalışmada web 2.0
araçları kullanılarak Kuvvet ve Enerji ünitesi kazanımlarına uygun hazırlanan
materyaller 5E öğrenme modeline göre planlanarak “Fen Dünyası” adlı eğitsel
web sitesi üzerine yerleştirilmiştir. Öğretim 2018-2019 öğretim yılında bu site
üzerinden yüz yüze gerçekleştirilmiştir. Çalışma, 5E öğrenme modeline göre web
2.0 araçları ile zenginleştirilmiş bir web sitesi kullanılarak yapılan öğretim ile
ilgili öğrenci görüşlerinin tespit edilmesine dayanan bir durum çalışmasıdır. Veri
toplama aracı olarak yapılandırılmış bir görüşme formu kullanılmış ve betimsel
analiz ile incelenmiştir. Yapılan öğretim sonrasında, öğrenciler, fen bilimleri dersini daha çok sevdiklerini ve daha eğlenceli bulduklarını belirtmişlerdir. Ayrıca
daha iyi öğrendiklerini ve derse karşı ilgilerinde artış olduğunu söyledikleri görülmüştür. Bu nedenle fen bilimleri öğretmenlerinin çevrimiçi derslere ek olarak
web 2.0 araçları ve özellikle eğitsel bir web sitesini kullanmaları önerilir.It has been understood that these changing conditions must be adapted quickly to continue education and learning during the COVID-19 pandemic. After
this process, students and teachers are expected to have teaching and learning
skills in a versatile, multi-tasking, especially technology-focused world. In many
countries, all teaching and learning from primary to higher education has evolved into distance and online education. The educational website mentioned in
this study can be both a support and an alternative to online education. In the
study, materials prepared in accordance with the Force and Energy unit acquisitions using web 2.0 tools were planned according to the 5E learning model and
placed on the educational website named “Science World”. Teaching was carried
out face-to-face through this site in the 2018-2019 academic year. The study is a
case study based on the identification of student views about teaching using a
web site enriched with web 2.0 tools according to the 5E learning model. A structured interview form was used as a data collection tool and it was examined with
descriptive analysis. After the instruction, the students stated that they liked the
science lesson more and found it more fun. In addition, it was observed that they
said that they learned better and that their interest in the lesson increased. It is
therefore recommended that science teachers use web 2.0 tools, and especially an
educational website, in addition to online classes
The effect of 3D modeling performed using Tinkercad or concrete materials in the context of the flipped classroom on pre-service teachers’ spatial abilities
No full textBackground: Spatial ability has an important place in science education, which is effective in raising future scientists. Although not in large numbers, studies show that teachers’ spatial abilities somehow affect their teaching practices in the classroom and thus the spatial abilities of their students. Purpose: This study aimed to investigate the effect of 3D modeling activities performed by preservice science teachers in the Biology course using Tinkercad or concrete materials in the context of the Flipped Classroom (FC) model on their spatial ability. Sample: The participants of the study were fifty-seven preservice science teachers studying at a state university in Istanbul, Turkey. Design and methods: The study was designed according to the explanatory sequential design. The Purdue Spatial Visualization Test was utilized to investigate the effect of the implementation on the participants’ spatial abilities. In addition, semi-structured interviews were conducted with twenty-four participants to examine their experiences regarding the implementation. Conclusions: The results of the study show that 3D modeling performed in the context of the FC model, regardless of Tinkercad or concrete materials are used, improves the spatial abilities of preservice teachers, as well as 3D modeling with Tinkercad, is a more effective implementation to develop spatial ability. While the participants’ statements supported the quantitative results, they were toward that the classroom atmosphere they missed during the pandemic process was created by the FC model’s in-class process and there was a significant improvement in their communication skills
Ortaokul öğrencilerine yönelik fen, mühendislik tasarım ve girişimcilik müfredatının tasarımı ve geliştirilmesi
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