24 research outputs found

    COOPERATION IN SCHOOL AND SCIENCE CENTER EDUCATION

    Get PDF
    Bu araştırmanın amacı araştırma ve sorgulamaya dayalı etkinliklerle desteklenmiş bilim merkezi uygulamalarının ülkemizdeki gelişimini incelemektir. Bilim merkezleri sınıf dışındaki eğitim ve öğretimin önemli bir aracıdır. İnteraktif tarzdaki bilim merkezleri bilim ve teknolojide gelişmiş ülkelerde günümüzden kırk yıl öncesinde kurulmuştur. Dünyada halen 3.000’den fazla bilim merkezi bulunmaktadır. Türkiye’de ise 2015 yılından başlayarak TÜBİTAK ve yerel yönetimler işbirliği ile bilim merkezi yatırımları başlamıştır. Ülkemizde halen altı bilim merkezi bulunmakta olup, bir merkezin yatırımı sürmektedir. 2023 yılında 12 bilim merkezinin hizmette olması söz konusudur. Bilim merkezlerinin hedef kitlesi öğrenci ve öğretmenlerdir. Bu nedenle okullarımızın bilim merkezleri hakkındaki bilgi ve farkındalıkları artırılmalıdır. Bu amaçla önce yurtdışındaki bilim merkezlerinin çalışmaları incelenmiştir. Daha sonra bilim merkezi yöneticileri ve öğretmenlerine uygulanan anketlerle görüş ve tavsiyeleri alınmıştır. Değerlendirmelere göre bilim merkezlerinin öneminin anlaşıldığı görülmekte olup ilgi ve katılım hızla yükselmektedir.The aim of this research is to examine the development of science center practices supported by research and inquiry based activities in our country. Science centers are an important tool of out-of-school learning. Interactive science centers were established 40 years ago in developed countries. There are more than 3.000 science centers still in service all around the world. In Turkey, on the other hand, TUBITAK in cooperation with local administrations has started investments in science centers starting from 2015. There are already six science centers in our country, and an investment in a center is in progress. The matter of fact that 12 science centers will be serving in 2023. The targets audience of science centers are students and teachers. For this reason, the knowledge and awareness of our schools about science centers should be increased. For this purpose, the studies of the abroad science centers have been examined. Later, a questionnaire applied to the administrators of science center and teachers to find out their opinions and recommendations. According to the evaluations, the importance of science centers is understood and interest as well as participation are rapidly increasing

    THE CONTRUBITION OF TÜBİTAK 4006 SCIENCE FAIRS TOWARDS EDUCATION AND TRAINING

    Get PDF
    Bilim teknoloji mühendislik ve matematik alanında disiplinler üstü eğitim yaklaşımı ülkemizde de hızla yaygınlaşmaktadır. Bu çalışmada TUBİTAK tarafından desteklenerek Milli Eğitim Bakanlığı (MEB) okullarında, Mesleki Eğitim Merkezleri (MEM) ile Bilim ve Sanat Merkezlerinde (BİLSEM) yılda bir defa gerçekleştirilen, disiplinler üstü eğitim (STEM) anlayışını yaygınlaştırmaya yönelik bilim fuarlarının ortaokul ve liselerde eğitim ve öğretime etkisi ile bu programdan memnuniyet düzeyi araştırılmaktadır. Bu amaçla hazırlanan bir anket daha önce en az bir defa bilim fuarı gerçekleştiren okulların öğretmen ve müdürlerine elektronik ortamda uygulanmış, daha sonra bazılarıyla mülakat yapılmıştır. Anket çalışmasına 1004 okul katılmıştır. TÜBİTAK bilim fuarları 2013 yılında 2000, 2014 yılında 800, 2015 yılında 3.201, 2016 yılında 5.980 ve 2017 yılında ise 10.000’den fazla okulda gerçekleştirilmiştir. Fuarların okullarda öğretmen ve öğrencilerin heyecanını, araştırma, geliştirme ve öğrenme-öğretme isteğini artırdığı, programının tasarlanma hedeflerine büyük ölçüde ulaşıldığı, eğitime önemli bir katkı yarattığı ortaya çıkmıştır.The multidisciplinary education approach in the field of science, technology, engineering and mathematics is rapidly spreading in our country as in the world. The subject of this study is the 4000- Science Fairs Program which was supported by TUBİTAK. We investigated the effect of Science Fairs Program for the dissemination of STEM understanding in the secondary education schools, Vocational Education Centers (MEM) and Science and Art Centers (BİLSEM). The satisfaction level of this program was also investigated. For this purpose, a questionnaire prepared was applied to the teachers and the principals of the schools which had previously held science fairs at least once. The questionnaire was applied in an electronic environment and then interviewed with teachers, students, program manager and program observers. 1.004 schools participated in the survey study. TUBITAK science fairs were held in 2013, 2000, 2014, 800, 2015, 3.201, 2016, 5.980, and 2017, more than 10.000 schools. It has emerged that fairs have increased the excitement of teachers and students in schools, the desire for research, development and teaching-learning, the program has been achieved to a great extent its design goals, and education has made a significant contribution

    STEM Applications in Turkish science high schools

    Get PDF
    The idea of establishing Science High Schools in Turkey was discussed in a multilateral project at the beginning of 1963. The Ministry of National Education (MoNE), Ford Foundation, Middle East Technical University (METU), Ankara University, and International Development Agency (AID) participated in this project to establish these schools. In Ankara, Science High School project was a US funded and technically supported project, carried out jointly by the Florida State University, METU, and Ankara University. Science High Schools’ organizational goals were: (1) to improve students’ ability and increase their intelligence in science (2) to increase the number of qualified personnel in higher education and industry, and (3) to develop more laboratories by increasing students’ scientific knowledge in order to be the center of research and development. MoNE created the "Science High School Project Advisory Board" with six members from Ankara University and four members from METU to contribute to the scientific and curriculum aspects of the project. The Advisory Board selected 30 teachers from Mathematics, Chemistry, Physics and Biology disciplines by written and oral exams from the existing high schools of MoNE from all over the Turkey. Selected science teachers received special training for the development regarding the assessments of subjects and provided with opportunities to study on the curriculum at some universities in the United States (U.S.). To train teachers in Turkey, a modern building was constructed at METU campus and the education at Ankara Science High School started in 1964. After the success of the Ankara Science High School, the MoNE started the Science High School Projects in Istanbul and Izmir. Today, there are 238 Science High Schools serving as public schools and the same amount of schools serving as private schools. In the U. S., the training of 100K STEM teachers started in 2012. In this article, Science High Schools’ development and their innovation activities, the STEM projects and the vision for increasing the STEM education in Turkey and other developed countries were discussed

    Teachers' views and recommendations about PISA 2015 results

    Get PDF
    Bu çalışmada okullarında PISA ölçümü yapılan alan öğretmenlerinin PISA sınavları hakkındaki görüşleri nitel bir araştırma yöntemi olan durum çalışması deseninde araştırılarak değerlendirilmiştir. Bu amaçla toplam 2371 adet 9. ve 10. sınıf fizik, kimya, matematik, biyoloji ve dil bilgisi öğretmenlerine ve PISA ölçümü yapılan okulların yöneticilerine PISA 2015 sonuçlarına ilişkin görüşlerini ve önerilerini öğrenmek amacıyla geliştirilen çevrimiçi anket uygulanmıştır. Anketimizde sonuçları Aralık 2016’da duyurulan OECD PISA 2015 sınavı örnek soruları kitapçığına atıfta bulunulmuştur. Öğretmenlerin PISA sınavları hakkında bilgi ve farkındalık düzeyi ölçülmüş, görüş ve değerlendirmeleri alınmış, bu konuda daha önce yapılan araştırmalar da gözden geçirilerek bundan sonraki sınavlarda daha iyi sonuçlar alabilmek amacıyla öğretmenlerin ve okul müdürlerinin eğitimi ve farkındalıklarının artırılabilmesi için bazı tedbir ve öneriler getirilmiştir. Öğretmenlerimizin bundan sonraki PISA ölçümlerinde daha iyi sonuçlar alınabilmesi için okul dışı öğrenmeye önem verilmesi önerisi dikkat çekmektedirIn this study, teachers' opinions about PISA examinations which were conducted in their schools were evaluated by examining the case study method, which is a qualitative research method. For this, a questionnaire developed and applied to 2371 teachers online to 9th and 10th class STEM and language teachers and high school principals on PISA 2015 results. The questionnaire refers to PISA 2015 exam sample questions book of OECD. The results of PISA 2015 was announced at December 2016. The aim of this research is to determine the level of knowledge and awareness of teachers about the PISA examinations. So, some recommendations was developed for the necessary measures to improve the education at high schools and raising the awareness of teachers and principals in order to achieve better results in the next PISA exams. Teachers are proposing to the importance of out-ofschool learning in order to obtain better results in subsequent PISA measurements

    Impact of global capitalism on national education “the case of Turkey”

    Get PDF
    Globalization, which was called as colonist, capitalism, imperialism, fascism and then, developed countries in the past, may use many new methods from religious belief to economics, from using military force to psychological war, from environmental pollution to art in order to delay the building-up endeavors of developing countries by the other countries which are strong regarding economy and army and to use them in favor of their interests as much as possible during the 21st century. The firms, which are the striking power of global capitalism today, have more powerful financial structure than many countries. The target group of global companies in commerce mainly is the children and youngsters. The victims of civil wars, which are started with the plans of external powers, are also the same group. The most significant victims of chaos and starvation in the world are the children as well as the children who live well. More than 20.000 children are lost in European countries where they sought asylum escaping from civil war in our neighbor, Syria. There are significant concerns that they are escaped by the organ mafia. Despite of economic recession in the world and our neighbor, European Union (EU) countries and the security issues of region, it is seen that the long-term preparations about slowing Turkey that was developing fast and steadily resulted unsuccessfully by preventing the coup attempt. It is understood that it is tried to slow down and stop the economic and social development and progress systematically fraying and jamming the National Education System, demoralizing the teachers, guardians and students, creating the unhappy and pessimistic human societies in Turkey during the process started before 1980. In this scope, trends toward creating the conditions, which enrich the human life, are substituted with conformist trick (Küçükcan, 2002) and with the works which the global capitalism makes the national education a simple sub-sector economy (McLaren & Farahmandpur, 2001). In this article, the permanent objectives of global capitalism, and despite of them, Turkey’s economic and social development and human resources potential, and the education system will be told, and some methods, which are applied by the capitalist powers in order to use these resources against the country and so as serving their benefits, will be discussed. At the end of paper, the system’s normalization, and the measures that should be taken in order to strengthen the immunity system, which will protect the country and state from the similar attempts, will be discussed

    Vocational acqusition of STEM teachers in cern workshops

    No full text
    Louis De Broglie suggested the building of atomic physics laboratory in European Culture Conference that was held on 9th December 1949 in order to provide the previous achievement and dynamism to Europe in the fundamental sciences after the World War II. Isidor Rabi also suggested the building of a regional laboratory in 5th UNESCO Conference which was held in Florence, 1950 in order to develop the international scientific cooperation. Eleven countries decided to establish a European Council for Nuclear Research in Paris, 1951. Establishing treaty was signed by 12 countries in 1953. Approvals from the parliaments of Denmark, France, West Germany, Greece, Italy, Netherlands, Norway, Sweden, Switzerland, UK and Yugoslavia were completed on 29th September 1954, and CERN European Organization for Nuclear Research” was established (CERN, 2016). Today, CERN, having 21 members and 4.000 researchers, is the largest accelerator and research laboratory of the world, and is the center of excellence that provides opportunity to develop numerous technological products as well as many scientific discoveries. Innovations, which facilitate our lives from health to communication, energy to material science, security to food sector in every field, emerge through technological devices and systems such as particle accelerators and detectors that are developed by and used in CERN. There are full-scale experiments which are maintained, renovated or at the construction phase today as always being, or designed for future in CERN that is the biggest international scientific and technologic corporation organization of the world (Ankara University, 2016a). The science of physics goes far beyond Newton and Einstein and the particle physics is the future’s scientific field. In particular, the inventions, used in the diagnosis-purposed devices in medicine, indicate a new future. For this reason, our teachers should always upgrade their knowledge and should be ready for educating the 21st Century’s students. Turkey officially participated in CERN in 2014, and right after, the teacher Workshops were organized. Totally 229 teachers participated to six workshops that have been held in CERN where 150 Turks at PhD, post-doctorate degrees and executing the research from Turkish and foreign universities worked until today. In this article, the professional knowledge and experience acquisitions of teachers who attended the workshops in CERN laboratories on the base of innovation, entrepreneurship and technology in education, dissemination of knowledge by the teachers to other schools, colleagues, policy-makers and students when they come back to school. The article finalizes what should be done in this field for advance development

    Finite element analysis of wooden chair strength in free drop

    Get PDF
    Wooden furniture is being widely used in all countries due to its convenience and being produced from the natural raw material. In furniture design esthetic, ergonomics and safety are the main criteria. Safety means the strength of furniture. Unfortunately, most of the time the strength of furniture is not taken into account in design as much as esthetic and ergonomics. This leads to the use of excess material meaning high cost or usage of less material causing some dangers in use. In literature, the first study of finite element method (FEM) in furniture design was in 1966. The technological developments in software and hardware promoted those studies. In those researches, the strength analysis had been done for different kinds of wood. In one of the latest studies, irregular types of sitting on the chair had been analyzed by FEM. In our study, the chair produced from southern red oak (Quercus falcata), pine red (Pinus resinosa) and Spruce Engelmann (Picea engelmannii) wood are simulated by free drop from two different heights defined in packaging standards. The strength at different parts and corners of the chair is analyzed as free dropped on its front legs by ANSYSTM. In this study, some suggestions are developed for furniture designers and manufacturers

    Impact of School Type On Student Academic Achievement

    Get PDF
    This study aims to investigate the causal effects of school type on the student achievement. Schools type involves two categories: public schools and private schools; whereas student achievement is defined in terms of an overall measure named as Basis for Admission Score (BAS), which is a weighted score reflecting both the grades obtained from courses in each school and the points obtained at nation-wide centralized exams. Factors used as controls in the study include gender of the student, parental attributes (are they alive and live together; their levels of education and occupations), type of the house (own/rent/public housing), separate room of the student, city the family lives in and the level of development of the geographical region. This study utilizes a dataset comprising 3,752,374 secondary school students, which covers all of the student population of Turkish secondary schools within 2014-2016 period. This comprehensive dataset is utilized for the first time in such a study. At the first step, we present the literature on the effects of school type on academic achievement measured by test scores. This literature can be traced back to 1960’s. On the other hand, a second line of literature, which focuses on the evaluation of causal effects of policies and of programs has progressed swiftly starting from 1980’s and promises an important methodological framework for evaluation of policies and programs in education science. The methodology of this study is designed by bringing together the mentioned two lines of research. Methodology involved the application of regression adjustment, inverse probability weighting, and exact matching techniques in a complementary style in order to ensure the robustness of estimations. Under the assumptions discussed in detail in the study, we have found that school type has significant impact on student achievement in Turkey. Being a private school student instead of public school student leads to 87 points increase (29.6%) on average in BAS score. It is found that school type has a comparatively larger effect in Turkey compared to other country examples. Based on the findings of the study, a set of research topics are suggested with the objective of improving equality of opportunity in education and of identifying new policies to improve quality of education in public school
    corecore