The Effects of Argumentation Based Science Learning (ABSL) Approach on Students’ Science Achievements

The study aims to determine the effect of using argumentation-based science learning approach (ABSL) on science achievement of the 6th grade students in teaching three different units of science lesson including biology, chemistry and physics. The study was conducted with 55 sixth grade students from three different classes. In this study, quasi-experimental research design, one of the experimental research designs was preferred. The classes were assigned randomly as two experimental groups and one control group. While ABSL approach supported by brochure production and report writing was used in the experimental groups, the current curriculum was used in the control group. Science achievement test was applied as pretest and posttest. Mixed Between- Within Subjects ANOVA was used in the analysis of the data. According to the posttest results obtained from the study; it was found out that in biology unit, the experimental group supporting ABSL with brochure was more successful than the control group, there was no difference between the group supporting ABSL with report and the control group; in chemistry unit, there was no difference between the groups and in physics unit the experimental groups were more successful than the control group. The results showed that ABSL approach supported by brochure increased 6th grade students’ academic achievement in biology unit, and ABSL approach supported by both brochure and report increased their academic achievement in physics unit

The Impact of STEM-based laboratory activities on pre-service science teachers’ competence perceptions in 21st-Century Skills and STEM Awareness

This study aims to investigate the impact of laboratory activities prepared based on STEM-based learning on the competence perceptions in 21st-century skills (learning and innovation skills, life and career, information, media, and technology skills) and STEM awareness. The sample group consisted of 53 pre-service science teachers studying in year 2 of a public university. A quasi-experimental design formed the basis of this experimental study conducted as a quantitative research model. Pre-service teachers were randomly assigned, one to the experimental group (n=28) and the other to the control group (n=25). The experimental group was presented with laboratory activities based on STEM-based learning. In contrast, the control group had only laboratory activities (i.e., a group of students who did not conduct STEM-based laboratory activities). The measurement tools were the 21st Century Skills Competence Perception Scale (21st Century SCS) and the STEM Awareness Scale (SAS). All participants in the study expressed their agreement generally on the level of “I agree” for all three dimensions of the 21st Century SCS regarding STEM. As a result of the implementation, the SCS sub-dimension of “information, media and technology skills” and SAS skills of the experimental group students were higher than those of the students in the control group. It was found that the experimental group used the media and technology effectively and to use technology to access, analyze and share information. It was also thought that the individuals' problem-solving, critical, and high-level thinking skills developed more than the control group, thanks to the higher STEM awareness in the experimental group. Finally, some implications were proposed based on the research results from the STEM-based learning laboratory activities

Fizik öğrencileri, algoritmik problem çözücüler midir yoksa kavramsal düşünürler mi?

Bu çalışmada, Atatürk Üniversitesi, Kazım Karabekir Eğitim Fakültesi, Fizik Eğitimi Anabilim Dalı, 8. Yarıyıl öğrencilerinden seksen kişilik bir öğrenci grubuna, ilk yedi yarıyılda okutulan derslerden seçilmiş beş konu ile ilgili olarak, beş çift problem sorulmuş ve önceden kendilerine verilmiş olan yöntemlerden birisini kullanarak problemlerin çözümü istenmiştir. Bu öğrencilerden “yetenekli, zeki”olanların, fiziğin nasılından daha çok niçinini arzu ederek, algoritmik problem çözmekten ziyade, kavramlarla ilgilenerek problemleri çözmeye çalıştıkları gözlenmiştir

5E Öğrenme modeline göre bilgisayar destekli öğretim materyali tasarlama: “iş, güç ve enerji” ünitesi örneği

Enerji ve enerji ile ilgili kavramların, soyut yapıları ve günlük hayatta bilimsel anlamlarından farklı olarak kullanılmalarından dolayı geleneksel yaklaşımlar ile öğretilmesinde ve öğrenilmesinde zorluklar yaşanmaktadır. Bu kavramların öğretilmesinde karşılaşılan diğer bir sorun ise, bu gibi soyut kavramların öğretiminde kullanılabilecek uygun öğretim materyallerinin yetersizliğidir. Yapılandırmacı yaklaşım öğrencilerin günlük yaşam deneyimlerine dayanmaktadır ve öğretim alanında soyut kavramların öğretiminde karşılaşılan zorlukların çözümünde bilgisayar teknolojisinin kullanımını tavsiye etmektedir. Bu nedenle öğrencilerin, görmelerinin imkânsız olduğu kadar küçük, sınıf ortamına getirilemeyecek kadar büyük ve günlük hayatta örnekleri gösterilemeyecek teorik kavramları somutlaştıracak ve öğrencilerin öğrenmelerini kolaylaştıracak bilgisayar destekli öğretim materyallerinin geliştirilmesi gerekmektedir. Bu çalışmanın amacı; 10. sınıf düzeyinde iş, güç ve enerji ünitesinin öğretiminde yapılandırmacı öğrenme yaklaşımına dayalı 5E öğrenme modeline göre bilgisayar destekli eğitime örnek oluşturacak bir öğretim materyali sunmaktır. Bu çalışmada olduğu gibi FATİH projesinde de 5E modeline uygun e-içerikler hazırlanabilir.Teaching and learning of the concept of energy and related concepts through traditional teaching methods are difficult since these concepts are abstract and their scientific meanings are different from their daily-life meanings. Moreover, another source of this difficulty is due to deficiency of appropriate teaching materials for such abstract concepts. Constructivist approach derives from students' real-world experiences and suggests the use of computer technology for solving these problems. Due to these reasons, there is a need to develop teaching materials in order to make science concepts concrete that are too theoretical to grab, too small to see, and too big to bring to class. The aim of this study is to introduce a computer-supported instructional material based upon 5E learning model regarding the “work, power and energy” unit for 10th grade level. Finally, e-contents of the FATIH Project might be designed according to the 5E learning model as done in this study

A Computer-Supported Instructional Material Design Based on 5E Learning Model: A Case of “Work, Power and Energy” Unit

Teaching and learning of the concept of energy and related concepts through traditional teaching methods are difficult since these concepts are abstract and their scientific meanings are different from their daily-life meanings. Moreover, another source of this difficulty is due to deficiency of appropriate teaching materials for such abstract concepts. Constructivist approach derives from students' real-world experiences and suggests the use of computer technology for solving these problems. Due to these reasons, there is a need to develop teaching materials in order to make science concepts concrete that are too theoretical to grab, too small to see, and too big to bring to class. The aim of this study is to introduce a computer-supported instructional material based upon 5E learning model regarding the “work, power and energy” unit for 10th grade level. Finally, e-contents of the FATIH Project might be designed according to the 5E learning model as done in this study