Special Issue - (2016)
Special Issue - (2015)
Special Issue - (2012)
Does mother tongue education support development of environmental literacy in Turkey? An analysis of Turkish course books
Yusuf Uyar & Ferhat Ensar
pp. 1-8 | DOI: 10.12973/ijese.2015.285a | Article Number: ijese.2016.001
Development of environmental literacy needs an interdisciplinary effort. Especially language classes, with environment related texts, have potential to support environmental literacy. In this research it is aimed to analyze the Turkish language course books in terms of components of environmental literacy. To this end, four Turkish course books being taught between 5th and 8th grades were selected. As a qualitative inquiry technique content analysis was used. Three types of main components of environmental literacy (knowledge, affect, and behavior) and their sub-components determined. It was found that the most cited environmental literacy component was knowledge. Others were relatively less emphasized. Results showed that Turkish course books with environment related texts have potential to support development of environmental literacy.
Keywords: Environmental literacy, Turkish language education, course books
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High School Students’ Understanding of Acid-Base Concepts: An Ongoing Challenge for Teachers
Muhd Ibrahim Muhamad Damanhuri, David F. Treagust , Mihye Won & A. L. Chandrasegaran
pp. 9-27 | DOI: 10.12973/ijese.2015.284a | Article Number: ijese.2016.002
Using a quantitative case study design, the Acids-Bases Chemistry Achievement Test (ABCAT) was developed to evaluate the extent to which students in Malaysian secondary schools achieved the intended curriculum on acid-base concepts. Responses were obtained from 260 Form 5 (Grade 11) students from five schools to initially create the two-tier multiple-choice items. After pilot testing, the final version of the ABCAT consisting of 19 items, 10 multiple-choice items and nine two-tier multiple-choice items, was administered to 304 students in Form 4 (Grade 10) from seven secondary schools when 12 alternative conceptions were identified by at least 10% of the students. Of these alternative conceptions, three were displayed by less than 15% of students. The two-tier multiple-choice items had a slightly higher internal consistency reliability (Cronbach’s alpha) of 0.54 than the multiple-choices items with a value of 0.42. The data from the study suggest that the ABCAT has shown the extent to which the teaching has reduced the incidence of students’ scientifically inappropriate understandings; for example, in nine of the 19 items, no alternative conceptions were displayed by the students.
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Understanding Scientific Texts: From Structure to Process and General Culture
Ferhat Ensar & Muhammed Eyyüp Sallabaş
pp. 29-34 | DOI: 10.12973/ijese.2016.287a | Article Number: ijese.2016.003
In this study, the historical development of experimental research on learning processes from scientific texts has been introduced. Then a detailed analysis of the main contributions of cognitive science has been provided and the theoretical developments that are considered to have had a major role in the comprehension and understanding of scientific texts have been dwelled on. Our premise is to determine how development in understanding the basics of the comprehension of scientific text has been achieved and indicate the best way to continue research in the fields in which there has been less development. For this reason, types of theoretical developments required in order to make progress within the framework of learning processes from scientific texts have been included in this analysis. Thus, a contribution will be made in terms of better interpretation of the scientific texts used in environmental and science education.
Keywords: Scientific text, expository text, comprehension, environmental education
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