"Yüzme-batma, kaldirma kuvveti ve basinç"Kavramlari ile ilgili iki aşamali kavramsal yapilardaki farklilaşmayi belirleme testi geliştirilmesi

[No abstract available

Examining argumentation skills of preservice science teachers in terms of their critical thinking and content knowledge levels: An example using GMOs

The aim of this study was to examine the argumentation skills of preservice science teachers on genetically modified foods during an argumentation process. Within case study research methodology, this study was carried out with 20 preservice science teachers identified through convenience sample from science education department. Knowledge Test for GMOs, Watson-Glaser Critical Thinking Appraisal and semi-structured interview questions were used to collect data. Findings showed that the groups with high level genetically modified food knowledge tended to use more qualified rebuttal and evidence. On the other hand, the groups with high level critical thinking skills were apt to exploit more qualified warrant, counter-argument, rebuttal and evidence. The research findings revealed that knowledge level and critical thinking skills are influential on argumentation skills. It was concluded that content knowledge is associated with self-efficacy and motivation in argumentation. However, critical thinking skills are associated with focusing, open-mindedness, understanding opposing ideas, and finding missing parts. In the light of this information, some suggestions was made for the development of knowledge and critical thinking skills for policy makers and educational scientists who have designed a teacher training program. © 2018 Ekip Buro Makineleri A

Teaching floating and sinking concepts with different methods and techniques based on the 5E instructional model

The purpose of this study was to test the influences of prepared instructional material based on the 5E instructional model combined with CCT, CC, animations, worksheets and POE on conceptual changes about floating and sinking concepts. The experimental group was taught with teaching material based on the 5E instructional model enriched with different teaching methods and techniques including: POE, worksheets, conceptual change text, concept cartoons and animation activities. And the control group was taught with teaching materials based on the 5E instructional model conducted by the Ministry of Education. The pretest, posttest and delayed posttest were applied to the experimental and control groups. Obtained data was analyzed qualitatively and quantitatively. It was seen that students in the experimental group provided more correct reasoning than did the control group in posttest and delayed posttest. Most of the students in the control group have not changed their alternative concepts in the posttest, although the experimental group students moved their alternative concepts in the posttest. © 2010 HKIEd APFSLT

An investigation on the effects of the interdisciplinary school garden program developed within the scope of free activities course on mathematics objectives [Serbest etkinlik çalişmalari dersi kapsaminda geliştirilen disiplinlerarasi okul bahçesi programinin ögrencilerin bazi matematik kazanimlari üzerine etkisinin degerlendirilmesi]

[No abstract available