Investigation of gifted students’ environmental awareness

The purpose of the current study is to investigate gifted students’ environmental awareness. A total of 147 gifted students attending a Science and Arts Centre (BİLSEM) in the Central Anatolian Region in the spring term of the 2019-2020 school year participated in the current study. The data of the current study were collected by using the Environmental Awareness Scale and the collected data were analyzed with descriptive statistics and statistical methods based on the differences between means. As a result of the study, the participating students’ environmental awareness was found to be at the level of “Strongly agree”; that is, considerably high. The participating students’ environmental awareness was found to be varying significantly depending on gender in favour of female students. On the other hand, the participating students’ environmental awareness was found to be not varying significantly depending on the BİLSEM program attended, whether having participated in an activity related to environment and whether being interested in environmental problems. In light of the findings of the current study, it can be suggested that peer-learning environments where gifted students can reflect their environmental awareness should be created and that different activities to foster the environmental awareness of male students should be developed

TEACHING SCIENCE THROUGH DISTANCE EDUCATION DURING THE COVID-19 PANDEMIC

The aim of the present study was to evaluate the views of parents regarding middle school students’ learning of science at home via the Educational Information Network, prepared by the Turkish National Ministry of Education, during the course of urgent distance education to which an immediate obligatory transition was made with the outbreak of the Covid-19 pandemic. Of the qualitative research methods, the basic qualitative research model was employed in the present study. The participants of the study were the parents of 6th grade students attending a middle school in the Central Anatolian Region of Turkey. The maximum diversity sampling method was utilized for sample selection in the study. Accordingly, the study was conducted with 17 parents of students, who possessed different features and were willing to participate in the study. The results of the research study revealed that generally parents believed that science education via EBA was beneficial for the students that the visuals and videos used during science instruction were arresting, that EBA was an enjoyable platform, and it had advantages such as the possibility to do experiments virtually

Nomofobija: Ne mogu živjeti bez svojega pametnog telefona!

The aim of this study is to examine high school students\u27 use of smartphones and their nomophobia levels. This research was designed using one of the mixed research methods, the Explanatory Mixed Method, with the combined use of both quantitative and qualitative paradigms. Nomophobia Scale was used to collect the quantitative data of the research study. 767 students from two different high schools in Nigde in Turkey participated in the research. The qualitative data were obtained from the semi-structured interviews held with 19 high school students selected from the above mentioned participants. Descriptive and explanatory statistics were used to analyse the quantitative data whereas the qualitative data were processed with the use of content analysis. The results of the study showed that high school students were nomophobic at a moderate level, and anxious about not being able to access information, losing connectedness, not being able to communicate, and giving up convenience. Moreover, it was found in the study that the participants\u27 nomophobia levels varied significantly with regards to gender, self-reported time spent on the phone per day, grade level and duration of smartphone ownership. The participants\u27 motivations for using smartphones were listed as communication, keeping in touch, social media and hobby. In this regard, we can recommend further investigation into psychological reasons underlying nomophobia, restrictions of students’ daily use of smartphones and undertaking some measures such as implementation of awareness raising activities regarding nomophobia in schools and social life.Cilj je ovoga istraživanja ispitati upotrebu pametnih telefona srednjoškolaca i njihove razine nomofobije. Dizajn istraživanja koristi jednu od miješanih istraživačkih metoda, eksplanatornu miješanu metodu, uz kombiniranu upotrebu kvantitativnih i kvalitativnih paradigmi. Skala nomofobije korištena je za prikupljanje kvantitativnih podataka u istraživanju. U istraživanju je sudjelovalo 767 učenika iz dvije srednje škole iz Nigde provincije u Turskoj. Za dobivanje kvalitativnih podataka korišteni su polustrukturirani intervjui s 19 srednjoškolaca iz spomenutoga uzorka. Deskriptivna i inferencijalna statistika korištene su za analizu kvantitativnih podataka, a kvalitativni podatci obrađeni su upotrebom analize sadržaja. Rezultati istraživanja pokazuju da su srednjoškolci umjereno nomofobični i tjeskobni kada ne mogu pristupiti informacijama, kada gube vezu, kada ne mogu komunicirati, kada gube pogodnost. Štoviše, istraživanje pokazuje da razine nomofobije ispitanika znatno variraju s obzirom na spol, vrijeme provedeno na telefonu danju, razred i duljina posjedovanja pametnoga telefona. Kao motivaciju za korištenje pametnih telefona sudionici navode komunikaciju, održavanje kontakata, društvene mreže i hobi. S obzirom na dobivene rezultate možemo preporučiti dalja istraživanja psiholoških mehanizama u pozadini nomofobije, ograničenja učeničke dnevne upotrebe pametnih telefona i poduzimanje mjera u obliku aktivnosti za podizanje razine svijesti o nomofobiji u školama i društvenom životu

Investigation of eighth grade students’ renewable energy resources perceptions by science cartoons

Sekizinci sınıf öğrencilerinin enerji sorunları ve yenilenebilir enerji kaynaklarına ilişkin algılarını bilim karikatürleri aracılığıyla ortaya koymayı amaçlayan bu çalışmada nitel araştırma yönteminden olgu bilim (fenomenoloji) deseni kullanılmıştır. Çalışmanın katılımcıları 2014-2015 eğitim-öğretim yılı ikinci yarıyılında Kayseri’de bir ortaokulda öğrenim görmekte olan, ölçüt örnekleme ile belirlenen ve sekizinci sınıf düzeyinde 12’si kız 8’i erkek toplam 20 öğrencidir. Çalışma 4 hafta sürmüştür. Çalışmada veri toplama aracı olarak öğrenciler tarafından çizilen bilim karikatürleri ve araştırmacının öğrencilerle gerçekleştirdiği yarı yapılandırılmış görüşmelerden yararlanılmış, elde edilen veriler içerik analizi ile çözümlenmiştir. Araştırma sonucunda katılımcıların enerjiyi tanımlayamadıkları, enerji dönüşümüne ilişkin yeterli açıklamalar yapamadıkları ve bazı öğrencilerin doğru olmayan bilgilere sahip oldukları görülmüştür. Katılımcılar tarafından enerji tasarrufuna ilişkin verilen sınırlı sayıda örneklerin ise günlük hayatta sık karşılaşılan durumlar olduğu sonucuna varılmıştır. Öte yandan katılımcıların yenilenemez enerji kaynaklarını hava kirliliğine sebep olan kaynaklar olarak değerlendirdiklerini ve yenilenebilir enerji kaynaklarını da çevreyi kirletmeyen temiz enerji kaynakları olarak algıladıkları belirlenmiştir. Ayrıca araştırma verileri, katılımcılar tarafından yenilenebilir enerji kaynakları ve yenilenemez enerji kaynaklarına ilişkin verilen örneklerin doğru olmakla beraber yetersiz olduğunu da göstermektedir. Bu durumun öğrencilerin enerji sorunları, yenilenebilir enerji kaynakları, yenilenemez enerji kaynakları ve enerji tasarrufu konularında farkındalık düzeylerini artıracak, kavramları somutlaştırıp günlük hayatla ilişkilendirerek kalıcı öğrenmeler gerçekleştirecek bir eğitimle giderilebileceği düşünülmektedir.In this study, which aims to reveal the perceptions of eighth grade students about renewable energy sources by science cartoons, phenomenology is used. Participants are 20 students totally, who are studying in a secondary school in Kayseri in the second semester of the academic year of 2014-2015, determined by criterion sampling, and 12 female and 8 male at the eighth grade level. Process of the study lasted 4 weeks. Science cartoons drawn by the students and semi-structured interviews were used as data collection tools in the study. The data were analyzed by content analysis. As a result of the research it was seen that the participants could not define the energy and make sufficient explanations about the energy conversion and some students had incorrect information. In addition, the research data also show that the examples given by the participants on renewable energy sources and non-renewable energy sources are correct and inadequate. This situation can be achieved with trainings which will increase the level of awareness of the students about energy problems, renewable energy sources, non-renewable energy sources and energy saving. Also, it seems essential to make the concepts concrete and associate them with daily life and to realize permanent learning

Investigation of technology integration knowledge of Science teachers: a case study : Investigation of technology integration knowledge

The distance education process, which was passed with the Covid-19 pandemic, once again demonstrated the importance of teachers' technology knowledge. In this direction, the purpose of this study is to examine the science teachers' knowledge of technology integration into their lessons. In this context, the participants' knowledge of technologies that can be used in science education was examined and their ability to use these technologies in their lessons, as well as their ideas about the necessity of technology integration into science education. The research was a qualitative study with a multiple holistic case study design. Participants were determined by criterion sampling and 16 science teachers from six different schools in the city center of Nigde participated in the study. The data were collected in 2019-2020 academic year. Semi-structured interviews with teachers and classroom observations were used to collect the data. As a result of the research, it was revealed that teachers thought that different technology applications should be included in science lessons by taking into account the subject and learner characteristics, but in the observation, Science teachers who participated in the study did not actually go beyond using computers and projectors. In order to find a solution to this situation, teachers think that it may be beneficial to include applied courses on technology integration to science courses in undergraduate education, to be able to choose courses from other departments to learn technology integration in undergraduate education, and to provide practical and in-service training in small groups by experts from universities

Adaptation of English Mobile Learning Attitude Scale into Turkish: Validity and Reliability Study

anemonBu araştırmanınamacı, Liu (2017) tarafından geliştirilen İngilizce Mobil Öğrenme TutumÖlçeği’nin Türkçe’ye uyarlanmasıdır. Bu amaç doğrultusunda ölçek Türkçe’yeçevrilerek geçerlik ve güvenirlik çalışmaları yapılmıştır. Bu çalışmalar, 2017-2018 eğitim öğretim bahar yarıyılında İç Anadolu Bölgesi’nde bir devletüniversitesinde öğrenim görmekte olan ve İngilizce mobil öğrenme deneyiminesahip 309 lisans öğrencisinden oluşan bir çalışma grubuylagerçekleştirilmiştir. Ölçeğin yapı geçerliliği açımlayıcı faktör analizi iletest edilmiş ve dört faktörlü bir yapı elde edilmiştir. Ardından doğrulayıcıfaktör analizi gerçekleştirilerek elde edilen iyi uyum değerleri ile dörtfaktörlü yapı onaylanmıştır. Nihai olarak ölçeğin özgün halinde de olduğu gibidört faktörlü olduğu ve 21 maddeden oluştuğu belirlenmiştir. Ölçeğin tamamıvaryansın %56.5’ini açıklamaktadır. Ölçeğin güvenirliği ise Cronbach Alphakatsayısı hesaplanarak ?= .90 olarak bulunmuştur. Elde edilen sonuçlara göre, Türkçe’ye uyarlanan İngilizce Mobil Öğrenme Ölçeği’nin geçerlik vegüvenirliğinin sağlandığı ve İngilizceyi mobil öğrenmeye ilişkin tutumu ölçmekiçin uygun bir ölçme aracı olduğu söylenebilir.Thepurpose of this research is to adapt Liu’s (2017) the English Mobile LearningAttitude Scale for Adult Learners to Turkish. These studies were conducted witha sample of 309 undergraduate students who study at a state university inCentral Anatolia in the spring semester of 2017-2018 academic year. Exploratoryfactor analysis (EFA) and confirmatory factor analysis (CFA) were performed toconstruct the validity of the scale. The results of the EFA revealed a four-factorstructure with 21 items, and the fit index obtained from the CFA resultconfirms the four-factor structure of the scale. The reliability of the scalewas found to be ? = .90 by calculating the Cronbach Alpha coefficient. In thiscontext, it can be said that the validity and reliability of the English MobileLearning Scale for Adult Learners adapted to Turkish language is adequate andit is a suitable measuring tool to measure the attitude towards English mobilelearning.  42758

Investigation of prospective science teachers' environmental identities and pro-environmental behaviors

Bu çalışma, Bursa Uludağ Üniversitesi Eğitim Bilimler Enstitüsünde İbel Saraçoğlu ve Ahmet Kılınç'in danışmanlığında Nagihan Tanık tarafından yazılan "Fen ve teknoloji öğretmen adaylarının çevre kimliklerinin ve çevre dostu davranışlarının belirlenmesi" adlı yüksek lisans tezinin bir bölümüdür.Bu araştırmanın amacı, Fen Bilgisi öğretmen adaylarının çevre kimliklerinin ve çevre dostu davranışlarının incelenmesidir. Ayrıca bu araştırmayla Fen Bilgisi öğretmen adaylarının çevre kimlikleri ile çevre dostu davranışları arasındaki ilişkinin ortaya konması da amaçlanmıştır. Tarama deseni ile gerçekleştirilen bu araştırmada Erciyes, Ahi Evran ve Gazi Üniversitelerinin Eğitim Fakültelerinde öğrenim gören toplam 980 Fen Bilgisi öğretmen adayı ile çalışılmıştır. Araştırmada veri toplama aracı olarak Çevre Kimliği ve Çevre Dostu Davranış Ölçekleri kullanılmıştır. Elde edilen verilerin analizi için yüzde, frekans, ortalama ve standart sapma gibi betimsel istatistikler ile Faktör Analizi, Pearson Momentler Korelasyonu ve Yapısal Eşitlik Modeli gibi açıklayıcı istatistikler kullanılmıştır. Çalışmanın sonucuna göre, Fen Bilgisi öğretmen adaylarının görece güçlü bir çevre kimliğine ve çevre dostu davranışlara sahip oldukları söylenebilir. Bununla birlikte bu araştırmada çevre dostu davranışların yapılmasında çevre kimliği gibi inanç, bilgi, tutum ve davranışsal boyutları bütünsel olarak içine alan bir psikometrik faktörün etkili olduğuna dair önemli veriler elde edilmiştir.The present study aimed to examine the environmental identities and pro-environmental behaviors of prospective science teachers. It also aimed to reveal the relationship between environmental identity and pro-environmental behaviors of the participants in the study. The survey research design was employed in the study, the participants of which were 980 prospective science teachers from three different universities in Turkey. The Environmental Identity and Pro-environmental Behavior Scales were utilized as data collection tools. Descriptive statistical analyses, such as percentage, frequency, mean and standard deviation, and inferential statistical analyses such as Factor Analysis and Pearson Moment Correlation were used for the analysis of the data. The analyses revealed that participants' had a relatively strong environmental identity and a relatively high level of pro-environmental behavior. In addition, significant results were obtained regarding the fact that a psychometric factor that incorporates beliefs, knowledge, attitudes and behavioral dimensions such as 'environment identity’ was effective in establishing proenvironmental behaviors

From the environmental identity to the behavior: The status of pre-service science teachers

In this research, the environmental identity of pre-service science teachers and their behaviors towards environmental problems were examined according to gender and grade. In the study, a path diagram is formed by evaluating the relationship between the variables. There were 215 pre-service science teachers of a university in Turkey participated in the study. The Environmental Identity Scale and the Environmental Problems Behaviour Scale were used as data collection tools. In the research, it was found that female students' averages environmental identity score was higher than males’ average score. There was no significant difference between pre-service teachers' environmental identity according to grade. It was found that female students’ average behavior score towards environmental problems was significantly higher than the average score of males. In the study, it was found that the average behavior scores towards environmental problems of the pre-service science teachers who are in the third and fourth grade were significantly higher than the average scores of the first and second-grade students. The research revealed a moderate relationship between pre-service science teachers' environmental identity and their behaviors towards environmental problems