16 research outputs found
Science teachers’ perceptions toward discrepant events applied in science education
Discrepant events, contrary to previous to be true, are events which has unexpected
results used to compare students together with their beliefs and to attract their
attention They are used for the purpose of attracting students’ attention,
encouraging them to think about a topic, stimulating them to work out a
contradictory case by changing usual way of thinking (creating cognitive imbalance)
and make them research to find a reasonable explanation, improving their inquiry
abilities, helping them to be mentally more qualified in cases of curiosity and the
unknown. The aim of this research is to study science teachers’ perceptions of
discrepant events and level of awareness. For this purpose, phenomenology, one of
the pattern of the qualitative research methodology, is applied in the research.
Working group consists of 10 science teachers continuing the profession in
Nevsehir Province with varied professional experience during 2014 -2015
academic year. Data related to the research are collected through observation,
interview and analyzed in accordance with descriptive and contextual approaches.
As a result of data analysis, it is quite obvious that science teachers are familiar
with discrepant events, but there has been incompetence in handling of them in
practice. To sum up, science teachers’ understanding of discrepant events has
reached substantial levels. However, it is clear that they are not qualified enough to
decide how to apply discrepant event or which class levels it should be applied
An examination of the effect of technology-based STEM education training in the framework of technology acceptance model
The aim of this study is threefold: (1) to present a valid and reliable scale in the framework of the Technology Acceptance Model; (2) to reveal factors affecting pre-service science teachers’ intentions to use technology-based STEM; (3) to examine the effect of technology-based STEM education training on pre-service science teachers’ perceived ease of use, perceived usefulness, attitude, and intention. This study has two sections. Study 1 defined the reliability and validity of the Technology Based-STEM Intention Scale (TB-STEMIS) in the framework of the Technology Acceptance Model (TAM) with pre-service science teachers in Turkey. Study 2 examined the pre-service science teachers’ intentions to use technology-based STEM and the impact of technology-based STEM education training on pre-service science teachers’ intentions concerning the TAM model. The results of the study revealed that the proposed model tested after STEM training is superior to the before STEM training. Findings also indicated that technology-based STEM education training had a positive effect on pre-service science teachers’ perceived ease of use, perceived usefulness, attitude, and intention to use the technology-based STEM education. Finally, implications were discussed and recommendations were found for further studies in line with the limitations. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature
Investigating of pre-service science teachers’ beliefs on education for sustainable development and sustainable behaviors
Sustainability problems such as hunger, obesity, unhealthiness, clean water, and the destruction of
biological diversity in nature etc. has increased in this century. All over the world, meetings, panels and
summits are arranged; researchers who are experts in the field are investigating ways to overcome these
problems. Recently, especially after importance of education in sustainable development was pointed out
in some reports such as Panel for Education for Sustainable Development arranged in Rio in 1992 or
Thessaloniki Decleration, studies has focused on this area. To cope with these problems, in many
researches it was stated that identifying the underlying causes should be first aim. However, Teachers
generally acknowledge that sustainable development is abstract and difficult to conceptualize. Especially,
in science education, awareness of sustainable development plays an important role. Science teachers or
pre-service science teachers who will be teacher in near future should be equipped with the necessary
competence through professional support to get over the difficulties. Consequently, this research focused
on investigating of pre-service science teachers’ beliefs on education for sustainable development and
sustainable behaviors. The results of the study showed that pre-service science teachers are aware of
importance of ESD and considering results of awareness stage of them, their sustainable behaviors are at
good level. Additionally, it was found that relationship between their beliefs and behaviors is moderate
level
A review of researches on STEM in preservice teacher education
As the research on STEM education has begun to gain momentum in literature, the need for STEM education in the field of teacher training has been emphasized. Considering that STEM education plays an increasingly important role in teacher education both in our country and in the world, it is necessary to investigate the literature review that will guide these studies. According to the criteria determined in this study, 76 studies published between January 2001 and December 2018 were examined by using systematic review. These 76 studies are summarized under the categories of research, type of research, method research group, validity-reliability report, data collection tools, educational material, country of publication. The results of the research indicate that applied qualitative research methods are used mostly in preservice teacher education, the studies have increased significantly in the last three years, simple tools as education material are used mainly, and interview forms were preferred as the data collection tool. In the light of these findings, some suggestions are put forward to the teacher educators and researchers.As the research on STEM education has begun to gain momentum in literature, the need for STEM education in the field of teacher training has been emphasized. Considering that STEM education plays an increasingly important role in teacher education both in our country and in the world, it is necessary to investigate the literature review that will guide these studies. According to the criteria determined in this study, 76 studies published between January 2001 and December 2018 were examined by using systematic review. These 76 studies are summarized under the categories of research, type of research, method research group, validity-reliability report, data collection tools, educational material, country of publication. The results of the research indicate that applied qualitative research methods are used mostly in preservice teacher education, the studies have increased significantly in the last three years, simple tools as education material are used mainly, and interview forms were preferred as the data collection tool. In the light of these findings, some suggestions are put forward to the teacher educators and researchers
Investigation of in service and pre service science teachers’ perspectives about engıneering-desıgn as an instructıonal method and legos as an instructional material
Bu araştırmanın amacı fen bilgisi öğretmenligi bölümünde
ögrenim gören ögretmen adaylarının ve fen bilgisi öğretmenlerinin
yöntem olarak mühendislik-dizayna ve ders materyali olarak legolara
bakış açılarının incelenmesidir. Araştırma 2012-2013 eğitim öğretim
yılında Erciyes Üniversitesi Fen Bilgisi Öğretmenliği programında
öğrenim görmekte olan 3 ve 4. sınıf ögrencileri (n=26) ve Kayseri ilinde
görev yapmakta olan fen bilgisi öğretmenleri (n=22) ile yürütülmüstür.
Araştırmada karma (mixed) metod kullanılmıştır. Nicel veri toplama
araçlarından anket yöntemi, nitel veri toplama araçlarından mülakat ve
serbest çizim yöntemleri kullanılmıştır. Arastırmada tek-grup öntestson test yarı-deneysel desen kullanılmıştır. Veri toplama aracı olarak
Yaşar, Baker, Robinson-Kurpius, Krause ve Roberts (2006) tarafından
geliştirilen 2010 Mühendislik Egitimi Anket’i kullanılmıstır. Öğretmen
ve öğretmen adaylarının ders materyali olarak legoların kullanımına
iliskin bakış açılarını değerlendirmek amacıyla anket soruları
oluşturulmuştur. Bu sorulara ek olarak mühendisler ve mühendislik
süreciyle ilgili 6 açık uçlu ve bir çizim sorusu olusturulmuş ve
kullanılmıştır. Araştırmada öğretmen ve öğretmen adaylarından olusan
iki gruba seminer düzenlenmiştir. Her iki gruba seminerin basında
mühendislik-dizayn ve legolarla ilgili anket uygulanmıstır. Sonra
mühendislik-dizayn yöntemi ve lego materyalleri tanıtılarak
araştırmacılar tarafından hazırlanan mühendislik-dizayn tabanlı
etkinlikler uygulanmıstır. Bu eğitimin sonunda aynı anket yeniden
uygulanmıştır. Anket maddelerinden elde edilen veriler SPSS 16.00
paket program aracılığıyla, görüşme soruları betimsel analize tabi
tutularak ve serbest çizimler ise değerlendirme formu kullanılarak
analiz edilmiştir. Araştırma sonucunda anketin mühendisliğin önemi ve
mühendisliğe aşinalık ile lego kullanımın önemi ve legolara aşinalık
boyutları incelendiğinde, ögretmen öntest- son test puanları arasında
anlamlı bir fark bulunmuştur (p<.05). Ancak öğretmenlerin
mühendisliğin ve mühendislerin özelliklerine ilişkin ön test ve son test
puanlarında anlamlı bir fark görülmemiştir (p>.05). Araştırma
sonucunda anketin mühendisliğin önemi ve mühendislige aşinalık, mühendisliğin ve mühendislerin özellikleri ile lego kullanımın önemi ve
legolara aşinalık boyutları incelendiğinde, öğretmen adaylarının öntestson test puanları arasında anlamlı bir fark bulunmuştur (p<.05).
Sonuçlar, ögretmenlerin ve ögretmen adaylarının mühendis ve
mühendislik hakkında az çok bilgi sahibi olduklarını ancak fen
egitiminde yöntem olarak mühendislik-dizaynı ve ders materyali olarak
legoları kullanacak düzeyde bilgi sahibi olmadıklarını göstermistir.The aim of this study is to examine pre-service and in-service
elementary science teachers' perspectives on engineering-design as a
method and legos as course materials. The subjects of the study were
3rd and 4th grade pre-service elementary science teachers (n=26) at
Erciyes University in the 2012-2013 academic year, and in-service
teachers (n=22) who were working in Kayseri. The mixed method
approach was used in this research. A survey, as a quantitative data
collection tool, hand drawings and interviews as qualitative data
collection tools were
used. One-Group Pretest-Posttest Quasi-experimental Design was
used in the study. 2010 Engineering Education Survey when was
developed by Yasar, Baker, Robinson-Kurpius, Krause and Roberts
(2006) was used as a data collection instrument. Survey questions was
created in order to assess pre service and in service elementary science
teachers’ perspectives on the use of legos as course material. In addition
to these questions, 6 open-ended and drawing questions about the
engineers and engineering process were developed and used. A seminar
on the use of engineering-design and legos in science instruction was
organized for teachers and teacher candidates in research. At the
beginning of the seminar both groups were pre-surveyed on engineering
design and legos. Then engineering-design method and lego materials
were to the pre-service and in-service teachers. The same questionnaire
was re-administered at the end of the seminar. The data collected
through questionnaire was by using SPSS 16.0 package program
Interview questions were analyzed by using descriptive analysis
techniques, and hand drawings were analyzed by using a rubric. The
study revealed that teachers’ scores on the importance of engineering,
familiarity with engineering and familiarity with legos, and importance
of using legos increased significantly (p< .05). However teachers' scores
on characteristics of engineering and engineers did not change
significantly (p>.05). The study revealed that teacher candidates’ scores
on the importance of engineering, familiarity with engineering,
characteristics of engineering and engineers, familiarity with legos, and importance of using legos increased significantly (p< .05). Results have
shown that teachers and teacher candidates had somewhat knowledge
about engineers and engineering, but they were not so familiar with the
use of engineering-design as an instructional method and legos as a
course material in science education
The determination of science and technology special subject standard by prospective teachers views
Bu araştırmanın amacı birinci ve dördüncü sınıf fen ve teknoloji öğretmenliği
öğrencilerinin Milli Eğitim Bakanlığı (MEB) tarafından belirlenen özel alan
yeterliklerinin hangisini “daha önemli” gördüklerinin belirlenmesidir. Araştırmanın
çalışma grubunu 2012-2013 eğitim öğretim yılı Ahi Evran ve Erciyes Üniversitesi
Eğitim Fakültesi Fen Eğitimi Anabilim Dalında öğrenim görmekte olan 58 birinci
ve 58 dördüncü sınıf öğrencisi oluşturmuştur. Veri toplama aracı olarak “Fen ve
Teknoloji Öğretmenliği Özel Alan Yeterlilikleri Değerlendirme Formu”
hazırlanmıştır. Verilerin analizi sıralama yargılarına dayalı ölçekleme ile
yapılmıştır. Sonuçlara göre, birinci sınıf öğrencileri açısından bir öğretmende
bulunması gereken en önemli yeterlik alanı “Öğrencilerin eleştirel düşünme
becerilerini geliştirebilme” olarak belirlenirken dördüncü sınıf öğrencileri için
“Öğretim sürecini program doğrultusunda planlama, ortamlar düzenleme,
materyal hazırlama ve kaynaklardan yararlanma” olarak değişiklik göstermiştir.The aim of this search is determined which special subject standards that
determined by Ministry Education is more important for first and fourth grade
students of science and technology education. The study group of searching
were consisted of 58 first grade and 58 fourth grade students who studied teaching programs at Education Faculty of University of Erciyes and Ahi Evran.
The Assessment Form of Special Subject Standards was prepared as a means of
data collection. Analysis of the data was made with scaling based on rank order
judgment. According to the results, the first special subject standards of a
teacher has in terms of first grade students is determined as "to develop
students' critical thinking skills", was showed changes as " planning the process
of teaching in accordance with program, organizing environments, preparing
material and use of resources"
A review of research on STEM in preservice teacher education
As the research on STEM education has begun to gain momentum in literature, the need for
STEM education in the field of teacher training has been emphasized. Considering that STEM education
plays an increasingly important role in teacher education both in our country and in the world, it is
necessary to investigate the literature review that will guide these studies. According to the criteria
determined in this study, 76 studies published between January 2001 and December 2018 were examined
by using systematic review. These 76 studies are summarized under the categories of research, type of
research, method research group, validity-reliability report, data collection tools, educational material,
country of publication. The results of the research indicate that applied qualitative research methods are
used mostly in preservice teacher education, the studies have increased significantly in the last three
years, simple tools as education material are used mainly, and interview forms were preferred as the data
collection tool. In the light of these findings, some suggestions are put forward to the teacher educators
and researchers
Fen bilimleri ve matematik öğretmeni adaylarının stem alanlarına ve kariyerlerine yönelik semantik (anlamsal) algıları
Bu araştırmada fen bilimleri ve matematik öğretmeni adaylarının STEM alanlarına ve kariyerlerine yönelik semantik algılarının belirlenmesi ve bu semantik algıların bölüm, cinsiyet, sınıf seviyesi, gelir düzeyi, öğretim programı bilgisi, STEM ders alma durumu değişkenleri açısından incelenmesi amaçlanmıştır. Araştırmanın örneklemini 197 (167 kadın, 30 erkek) fen bilimleri ve matematik öğretmeni adayı oluşturmaktadır. Kesitsel tarama desenine göre yürütülen araştırmada, STEM Semantik Farklılık Ölçeği ile elde edilen verilerin analizinde betimsel ve iki yönlü MANOVA kullanılmıştır. Araştırma sonucunda, fen bilimleri ve matematik öğretmen adaylarının STEM alanlarına ve kariyerlerine yönelik semantik algılarının genel olarak olumlu yönde olduğu tespit edilmiştir. Ayrıca demografik değişkenler olarak belirlenen cinsiyet, bölüm, sınıf seviyesi, aile aylık geliri, STEM eğitiminin öğretim programındaki yerini bilme durumu ve STEM Ders Alma durumunun, fen bilimleri ve matematik eğitimi öğretmen adaylarının STEM alanlarına ve kariyerlerine yönelik semantik algıları üzerinde istatistiksel olarak anlamlı bir etkiye sahip olmadığı görülmüştür. Araştırmadan elde edilen bulgular ve araştırmanın sınırlılıkları doğrultusunda önerilerde bulunulmuştur
Determination of Sustainable Consumption Behaviors of Pre-service Science Teachers Using the Theory of Planned Behavior: A Case of Fast-Food
Individuals’ sustainable consumption has a substantial effect on the environment. In particular, fast-food consumption is an important obstacle to a sustainable life. Therefore, understanding antecedents of fast-food consumption behavior helps to develop sustainable education interventions. The study aims to examine factors affecting fast food consumption behaviors within the framework of the sustainability framework using the theory of planned behavior. The sample data of 270 participants were from pre-service science teachers. The data of the study were collected several scales. A belief scale was developed by researchers. Other scales were adapted from the previous studies. The analysis was performed using hierarchical multiple regression analysis. The results revealed that the conceptual model explained 19 % of the variance in intention and 33 % of the variance in behavior. Besides, the proposed relationships among the constructs within the model were broadly supported. Further, intention was found to be a significant mediating variable. Finally, the study provides important theoretical and practical implications as well as suggestions for future researchers
Understanding Pre-Service Teachers' Mobile Learning Readiness Using Theory of Planned Behavior
The study aimed to understand pre-service teachers' mobile learning readiness with Theory of Planned Behavior using external salient beliefs. There were nine hypotheses tested with a total of 533 pre-service teachers in two cities in Turkey. Several scales adapted from Cheon et al. (2012) included 10 psychological variables. The results indicated that the TPB model explained 58% of the variance in intention to adopt mobile learning. The results of structural equation modeling (SEM) showed that the proposed model of the current study has acceptable fit data. The results of the SEM revealed that attitude, subjective norm and perceived behavioral control have significant impact on intention to adopt mobile learning. In addition, salient beliefs had an influence on the constructs of TPB. Therefore, all the hypotheses within the model were statistically supported in understanding determinants of mobile learning readiness. All in all, the study approved the effectiveness of well-structured cognitive psychological model in understanding pre-service teachers' intention towards adoption of mobile learning in the Turkish context. The study has important implications for researchers, educators, education stakeholders, policy makers and mobile learning application designers.The study aimed to understand pre-service teachers' mobile learning readiness with Theory of Planned Behavior using external salient beliefs. There were nine hypotheses tested with a total of 533 pre-service teachers in two cities in Turkey. Several scales adapted from Cheon et al. (2012) included 10 psychological variables. The results indicated that the TPB model explained 58% of the variance in intention to adopt mobile learning. The results of structural equation modeling (SEM) showed that the proposed model of the current study has acceptable fit data. The results of the SEM revealed that attitude, subjective norm and perceived behavioral control have significant impact on intention to adopt mobile learning. In addition, salient beliefs had an influence on the constructs of TPB. Therefore, all the hypotheses within the model were statistically supported in understanding determinants of mobile learning readiness. All in all, the study approved the effectiveness of well-structured cognitive psychological model in understanding pre-service teachers' intention towards adoption of mobile learning in the Turkish context. The study has important implications for researchers, educators, education stakeholders, policy makers and mobile learning application designers