Investigating the effectiveness of teaching methods based on a four-step constructivist strategy

This paper reports on an investigation of the effectiveness an intervention using several different methods for teaching solution chemistry. The teaching strategy comprised a four-step approach derived from a constructivist view of learning. A sample consisting of 44 students (18 boys and 26 girls) was selected purposively from two different Grade 9 classes in the city of Trabzon, Turkey. Data collection employed a purpose-designed ‘solution chemistry concept test’, consisting of 17 items, with the quantitative data from the survey supported by qualitative interview data. The findings suggest that using different methods embedded within the four-step constructivist-based teaching strategy enables students to refute some alternative conceptions, but does not completely eliminate student alternative conceptions for solution chemistry

Trends in Turkish Science Education

The aim of the study is to determine the trends in Turkish Science Education on the basis of both master and doctoral theses involved. The researchers reviewed the online databases of the Higher Education Council and Proquest as well as the web page of graduate school of each university in Turkey which presents thesis archieve and investigated 444 graduate theses abstracts/fulltexts in regard to their created matrix (Year, Research Interest, Research Methodology and Sample). The document analysis has pointed out that in terms of research interest two general trends are apparent in Turkish science education research: (1) introducing science education between 1990 and 2000 (2) keeping up with new perspectives in the line of international trends. Also, in view of research methodology although interpretive research methodology has also been preffered since 1997, descriptive research design has still dominated in this context. Some suggestions were made for future research

A Thematic Review of Argumentation Studies at the K-8 Level

CALIK, MUAMMER/0000-0001-8323-8783WOS: 000401952600016This research aimed to thematically review the argumentation studies at the K-8 level from 2006 to 2016. Given the criteria 'the K8 level and a period of 2006-2016' for the argumentation studies, relevant databases yielded a total of 73 articles and 9 theses. These studies were exposed to thematically content analysis via such parameters as aim, method/design, sample, data collection, data analysis, subject employed for argumentation, type of used argumentation, argumentation model, general knowledge claim and recommendation. the results indicated that most of the argumentation studies examined the effect of argumentation on student achievement and attitudes towards science. Also, these studies under investigation mostly used experimental research design while generally preferring scales and audio-video records for data collection tools. Moreover, the argumentation activities were mostly developed in 'physics' topics and middle school level. the results of the current study suggest to deploy different methods (e.g. argumentation accompanied with gamification) to improve argumentation skills from primary school level

The significance of a national context: a comparison of environmental education in Turkey and New Zealand

As different countries strive to implement environmental education, it has become apparent that the environmental, sociocultural, and economic context of each country' places unique demands on the approaches that education might take. This article examines how this context has influenced the environmental education in two countries in quite different parts of the world: Turkey and New Zealand. We compare Turkey and New Zealand with each other in terms of the nature of the environment in each country, its socio-cultural history, and its current economic imperatives to demonstrate how these influence environmental education in the school sector. Likewise, we critique this education in the light of our analysis to signal where educational directives may or may not be effective in pursuing the goals of sustainable development

A Comparison of Different Conceptual Change Pedagogies Employed Within the Topic of "Sound Propagation"

The purpose of this study was to compare different conceptual change methods within a topic on 'sound propagation'. The study was conducted with 80 grade 5 students (aged 11-12 year old) drawn from four cohort classes in an elementary school on the north coast of Black Sea Region in Turkey. While one class was assigned as a control group, the others formed experimental groups (one with a conceptual change text, one with analogies presented as computer animations and one with a combination of conceptual change text, analogies and computer animations). A questionnaire with 10 two-tier questions was administered as a pretest a week before the teaching intervention, and the same test was re-administered immediately after the intervention as a post-test. The questionnaire was also employed as a delayed post-test 3 weeks after the teaching intervention. The experimental groups performed significantly better in the post-test that the control group (

IDENTIFYING PRE-SERVICE TEACHERS' INITIAL IMPRESSIONS OF THE CONCEPT CARTOONS IN THE SCHOOL CORRIDORS AND INFORMAL PHYSICS LEARNING

CALIK, MUAMMER/0000-0001-8323-8783; Atasoy, Sengul/0000-0002-7664-1010WOS: 000513806100003Since concept cartoons give an important opportunity for students to achieve informal physics learning, the current research focused on pre-service teachers' initial impressions of the concept cartoons in the school corridors and informal physics learning. the aim of the research was to determine pre-service teachers' initial impressions of the concept cartoons in the school corridors and informal physics learning via the concept cartoons. After a 14-week intervention, a questionnaire with seven open-ended questions was administered to 542 pre-service teachers from primary, mathematics and science teacher education programmes. Their responses to the questionnaire were exposed to qualitative content analysis via two categories (advanced and poor impression). the results showed that pre-service teachers generally refered to advanced impressions of the concept cartoons. in light of the results, it can be deduced that the concept cartoons have enhanced their initial impressions of informal physics/ science learning via the concept cartoons. the current research recommends that pre-service teachers should be encouraged to produce their own concept cartoons on the topic(s) they found difficult

Analyzing senior science student teachers' environmental research projects of scientific inquiry: a preliminary study

4th World Conference on Educational Sciences (WCES) -- FEB 02-05, 2012 -- Univ Barcelona, Barcelona, SPAINCALIK, MUAMMER/0000-0001-8323-8783; Costu, Bayram/0000-0003-1429-8031WOS: 000314465900068The aim of this study is to assess a group of senior science students teachers' (SSSTs) environmental research project reports as an indicator of their ability to do scientific inquiry. The SSSTs conducted their own environmental research projects with innovative technologies after they were taught the Technology-embedded Scientific Inquiry (TESI) model. A total of 29 environmental research project reports were assessed using Scientific Inquiry Ability rubrics. The SSSTs' environmental research projects generally reflected attainment of various levels of scientific inquiry abilities. The study implies that the science education classes that integrate innovative technologies focus on developing the sophisticated attributes of scientific inquiry so that SSSTs put forth a conscious effort in attaining higher levels of proficiency when they engage in environmental research projects. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin UzunboyluAcad World Educ & Res Ctr, Near E Univ, Bahcesehir Univ, Ankara Univ, Hacettepe Univ, Cyprus Educ Sci AssocScientific and Technological Research Council of Turkey (TUBITAK)Turkiye Bilimsel ve Teknolojik Arastirma Kurumu (TUBITAK) [110k109]This study was granted by The Scientific and Technological Research Council of Turkey (TUBITAK) (Project Number: 110k109)