Examining Microscopic Organisms under Augmented Reality Microscope: A 5E Learning Model Lesson

WOS: 000461446900007As a fundamental strategy for all science curriculum, inquiry is of prime importance. In order to facilitate inquiry during science education in middle school, 5E learning model was applied in this study. Following 5E learning model during a lesson, students can engage in a topic after being served to mitigate cognitive disequilibrium or familiar with daily-life examples such as yoghurt fermentation, oven spring, etc. explore the topic making an observation or testing hypothesis, explain and relate their experiences scientifically, extend or elaborate their knowledge and then being evaluated. This study introduces a sample 5E learning model for middle school students at the ages of 10-12 in science laboratory with an augmented reality microscope MicrosAR to examine microscopic organisms based on inquiry-based learning.Giresun University, Scientific Research Project [A-160317-57]This work was supported by the Giresun University, Scientific Research Project under Grant A-160317-57

Psychometric features of the emergency remote teaching attitude scale and an example application : Emergency remote teaching attitude scale (ERTAS)

Existing research shows that emergency remote teaching (ERT), which has become mandatory with the COVID-19 Pandemic, has unique aspects and provides differentiating experiences for teachers and learners. This research aims to develop a scale to measure the attitudes of the teaching staff working in higher education towards ERT; besides the validity and reliability proofs, to make a sample application with the developed scale. For this purpose, the validity and reliability proofs of the Emergency Remote Teaching Attitude Scale (ERTAS) according to the classical test and Item Response Theories were determined in line with the data collected from 878 teaching staff working in the state and foundation universities throughout Turkey. ERTAS has three sub-dimensions measuring Affective, Behavioral, and Cognitive dimensions with a total of 22 items. According to the literature, the fit indexes of the scale sub-dimensions obtained from Confirmatory Factor Analysis are acceptable. It was determined that the attitudes measured by the sub-dimensions of ERTAS according to gender, seniority, and their interaction did not change. Some suggestions have been made regarding the use of ERTAS