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1 |
Elementary School Students’ Attitude toward Science and Related VariablesEsme Hacieminoglu
pp. 35-52 | DOI: 10.12973/ijese.2016.288a | Article Number: ijese.2016.004
Abstract Worldwide studies have revealed an important issue in that an increasing percentage of students within the X – Y age group are not interested in science. Many students, especially females, have negative feelings and attitudes toward science, which discourages them from continuing with scientific inquiries. There are limited studies related to the factors predicting school students’ attitude toward science; therefore, the purpose of this study is to determine the relationships among the seventh grade elementary students’ attitudes toward science, their learning approaches, motivational goals, science achievement and students’ nature of science (NOS) views. The questionnaires for this study were administered online to 3,598 seventh grade students in different regions and cities of Turkey. The convenience sampling method was used in this study. The correlation results revealed the positive relationship between attitude toward science and the other variables. Multiple regression analysis indicated that while students’ meaningful learning, self-efficacy, and nature of science views have a positive contribution, rote learning contributed negatively to the model. The findings also showed that parents’ income and education level had a significant effect on students’ attitude toward science. Keywords: attitude toward science, motivational goal, self-efficacy, nature of science References Aldoplhe, F. S. G., Fraser, B. J., & Aldigre, J. M. (2003). A cross national study of learning environment and attitudes amoung junior secondary science students in Australia and Indonesia. Paper presented at the Third International Science, Mathematics and Technology Education Conference, East London, South Africa. Aldridge, J. M., & Fraser, B. J. (2000). A cross-cultural study of classroom learning environments in Australia and Taiwan.Learning Environments Research, 3, 101–134. Ali, M. M., Yager, R. E., Hacieminoglu, E., & Caliskan, İ. (2013). 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The effect of inquiry-based chemistry course on students' understanding of atom concept, learning approaches, motivation, self-efficacy, and epistemological beliefs. Unpuplished master thesis, The Middle East Technical University, Ankara. Catsambis, S. (1995). Gender, race, ethnicity, and science education in the middle grades. Journal of Research in Science Teaching, 32(3), 243-257. Cavallo, A. M. L., & Schafer, L. E. (1994). Relationships between student’s meaningful learning orientation and their understanding of genetic topics. Journal of Research in Science Teaching, 31(4), 393-418. Cavallo, A. M. L. (1996).Meaningful learning reasoning ability and student’s understanding and problem of genetics topics.Journal of Research in Science Teaching, 38, 625-656. Cavallo, A. M. L., Rozman, M., Larabee, T., Ishikawa, C. (2001). Shifts in male and female students' learning, motivation, beliefs, and scientific understanding in inquiry-based college physics course. Paper presented at the annual conference of the National Association for Research in Science Teaching, St. Louis, MO. Cavallo, A. M. L., Rozman, M., Blickenstaff, J., & Walker , N. (2003). Learning, reasoning, motivation, and epistemological beliefs. Journal of College Science Teaching, 33, 18-23. Cavallo, A. M. L., Rozman, M., & Potter, W. H. (2004). Gender differences in learning constructs, shifts in learning constructs, and their relationship to course achievement in a structured inquiry, yearlong collage physic course for life science majors. School Science and Mathematics, 104(6), 288-301. Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2nd edition). Hilsdale, NJ: Lawrence Erlbaum Associates. DeBacker, T. K., & Nelson, R. M. (2000). Motivation to learn science: Differences related to gender, class type, and ability level. Journal of Educational Research, 93(4), 245-254. den Brok, P., Fisher, D., & Rickards, T. (2004). Predicting Australian Students’ Perceptions Of Their Teacher Interpersonal Behavior. Paper presented at the annual meeting of the American Educational Research Association, San Diego. Dhindsa, H. S. & Chung, G. (2003). Attitudes and achievement of Bruneian science students. Internalational Journal of Science Education, 25, 907-922. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048. Edmondson, K.M. (1989). The influence of students’ conceptions of scientific knowledge and their orientations to learning on their choices of learning strategy in a college introductory level biology course. Unpublished doctoral dissertation, Cornell University, Ithaca, NY. Edmondson, K.M., & Novak, D.N. (1993). The interplay of scientific epistemological views, learning strategies, and attitudes of college students. Journal of Research in Science Teaching, 30, 547-559. Fraser, J. B. (1978). 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Middle school students’ attitude toward science in constructivist curriculum environment. International Journal on New Trends in Education and Their Implications, 2(3), 1-6. Hacieminoglu, E., Yilmaz-Tuzun, O. & Ertepinar, E. (2012). Development and validation of nature of science instrument for elementary students. Education 3-13: International Journal of Primary, Elementary and Early Years Education, (online published). doi:10.1080/03004279.2012.671840. Hykle, J. A. (1993, April). Template for gender-equitable science program. Paper presented at the annual meeting of the National Association for Research in Science Teaching. Atlanta, GA. Jones, G.M., Howe, A., & Rua, M. J. (2000). Gender differences in students’ experiences, interests and attitude toward science and scientists. Science Education, 84, 180-192. Kahle, J.B.; & Damnjanovic, A. (1997). How research help address gender equity. Research Matters- to the Science Teacher, 9703, 1-3. 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Attitudes towards science: a review of the literature and its implications, International Journal of Science Education, 25(9), 1049-1079. Pallant, J. (2001). The SPSS survival manual: A step-by-step guide to data analysis using SPSS for Windows. St Leonards, NSW: Allen & Unwin Piburn, M. D., & Baker, D.R. (1993). If I were the teacher…qualitative study of attitude toward science. Science Education 77, 393-406. Pintrinch, P., & Schunk, D. (2002). Motivation in education. Merrill Prentice Hall. Puacharearn, P. & Fisher, D. (2004). The effectiveness of cooperative learning integrated with constructivist teaching on improving learning environments in Thai secondary schoolscience classrooms. Curtin University of Technology, Australia. Qian, G. (1995). The role of epistemological beliefs and motivational goals in ethnically diverse high school students' learning from science text. Paper presented at the annual meeting of the national reading conference, New Orleans, LA. Rakıcı, N. (2004). 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The Use of the Reflective Diaries in Science Lessons from the Perspectives of Eighth Grade StudentsMelek Karaca, Fulya Öner Armağan & Oktay Bektaş
pp. 53-74 | DOI: 10.12973/ijese.2016.289a | Article Number: ijese.2016.005
Abstract The science teaching program in Turkey is restated with the effect of constructivist approach and science textbooks are prepared in accordance with this new program. Furthermore, reflective diaries using many techniques have started to be used in the teaching process. Reflective diaries have also started to be used in science education. The basic purpose of this research was to determine whether the use of reflective diaries changes eighth grade secondary school students’ views towards the science course or not. The method used in this study was that of qualitative research. Also, phenomenology was used as the design of the study. Thirty eight students from a secondary school in Kayseri participated in this study. Data were collected by using document analysis and semi-structured interviews. Data were analyzed by using content analysis. Codes, themes, and categories were used during data analysis. The results were discussed by means of codes, themes, and categories. According to our findings, reflective diaries have changed participants’ views towards the science course positively. It was observed that all participants achieved meaningful learning on the stages of mitotic division and the importance of this division for organisms. The implications were discussed. Keywords: meaningful learning, reflective diaries, phenomenology, science education, qualitative research, constructivism References Akkoç, A., Bülbül, S., Aydın, D., Coşkun, İ., Bican, S., Eroğlu,B., Canbazoğlu, S., & Aydoğdu, M. (2010). Biyoloji Laboratuar Uygulamalarının Fen Günlükleri ile Değerlendirilmesi. IX. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, 23-25 Eylül 2010, Dokuz Eylül Üniversitesi, İzmir. Avcı, D. (2008). Using students’ diaries on science and technology education. Eurasian Journal of Educational Research, 30, 17-32. Ayyıldız, N. (2010). 6.sınıf matematik dersi geometriye merhaba ünitesine ilişkin kavram yanılgılarının giderilmesinde öğrenme günlüklerinin etkisinin incelenmesi, Yayımlanmamış Yüksek Lisans Tezi, Yıldız Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul. Bayrak, F. & Koçak Usluel, Y. (2011). Ağ günlük uygulamasının yansıtıcı düşünme becerisi üzerine etkisi [The effect of blogging on reflective thinking skill]. Hacettepe University Journal of Education, 40, 93-104. Brooks, J, & Brooks, M. (2001). The Case for Constructivist Classrooms. Ohio: Merril Prentice Hall. Chin, C. & Brown, D. E. (2000). Learning in science: a comparision of deep and surface approaches. Journal of Research in Science Teaching, 37(2), 109-138. Chirema, K. D. (2007). The use of reflective journals in the promotion of reflection and learning in post-registration nursing students. Nurse Education Today, 27(3), 192-202. Crawford, A., Saul, W., Mathews, S.R., & Makinster, J. (2005). Teaching and learning strategies for the thinking classroom.New York: The International Debate Education Association. Çardak, Ü. (2010). Fen ve Teknoloji dersine ilişkin günlük tutmanın öğrenci başarısı ve tutumu üzerine etkisi. Yayımlanmamış Yüksek Lisans Tezi, Sakarya Üniversitesi Fen Bilimleri Enstitüsü, Sakarya, Turkey. Çavuş, E. & Özden, M., (2012). İlköğretim öğrencilerinin fen ve teknoloji dersinde fen günlüğü kullanımına ilişkin görüşleri [Primary school students’ views about use of science journal in science and technology course]. Adıyaman University Journal of Science, 2(1), 36-51. Eker, C. (2012 ). Öz düzenleme sürecinde günlüklerin eğitici işlevi. Yayımlanmamış Doktora Tezi, Abant İzzet Baysal Üniversitesi, Eğitim Bilimleri Enstitüsü, Bolu, Turkey. Eker & Coşkun, (2012 ). Ders günlüğü yazmanın ilkokul 4. sınıf öğrencilerinin sosyal bilgiler dersi akademik başarılarına etkisi [The effect of writing course diaries on academic achievement of elementary school fourth grade students]. Muğla Sıtkı Koçman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 29, 110-120. Ekiz, D.(2006). Kendini ve başkalarını izleme: sınıf öğretmeni adaylarının yansıtıcı günlükleri [Self-observation and peer-observation: reflective diaries of primary student-teachers]. Elementary Education Online, 5(1), 45-57. Erduran Avcı, D.& Akçay, T., (2013). Fen ve teknoloji dersinde yazma etkinlikleri üzerine öğretmen görüşleri [Teachers' views on writing activities in science and technology course]. Journal of Turkısh Science Education, 10(2), 48-65. Garcia, C.M. (2005). Comparing 5Es and traditional approach to teaching evaluation in a Hispanic middle school science classroom. Unpublished masters thesis, California State University, USA. Günel, M., Atilla, M. E. & Büyükkasap, E. (2009). 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Qualitative research and evaluation methods (Third Edition). California: Sage Publications. Posner, G. J., Strike, K. A., Hewsen, P. W. and Gertzog, W. A. (1982). Accommodation of a Scientific Conceptual: Toward a Theory of Conceptual Change. Science Education, 66 (2), 211-227. Richardson, V. (1997). Constructivist teaching and teacher education: Theory and practice. (In V. Richardson Ed.), Constructivist Teacher Education: Building New Understandings (pp.3-14). Washington, D.C.: The Fablmer Press. Rivard, L. P., & Straw, S. B. (2000). The effect of talk and writing on learning science: an exploratory study. Science Education, 84, 566–593. Steyn, T. & Boer, A. (1998). Mind mapping as a study tool for underprepared students in mathematics and science. South African Journal of Ethnology, 21(3), 125–131 Stiggins, R., (2006). Assessment for learning: a key to motivation and achievement. EDge , 2(2), 3-20. Southerland, S., A., & Gess-Newsome, J. (1999). 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Conducting museum education activities within the context of developing a nature culture in primary school students: MTA natural history museum exampleRukiye Dilli
pp. 75-84 | DOI: 10.12973/ijese.2016.292a | Article Number: ijese.2016.006
Abstract The present study, aiming to develop nature culture in primary school students and to help them to become acquainted with their close environment, is a quasi-experimental study. Museum education activities were conducted with the study group which consisted of 128 fourth-grade primary school students. At the end of the study, the students gained understanding about the significance of the Anatolian land which is rich historically and culturally and has fauna and flora specific to the land. With the activities, the students built up nature culture regarding the country they live in through acquiring information about the Maraş elephant which lived in Kahramanmaraş in the past. The study also tried to increase the cognitive development levels of the students in relation to developing environmental consciousness and critical thinking skills, and interpreting about natural environment they live in. Keywords: Nature Culture, Environmental Consciousness, Natural History Museums References Artut, K. (2009). Sanat Eğitimi Kuramları ve Yöntemleri. Ankara: Anı, 108-119. Atagök, T. (1999).Çağdaş Müzeciliğin Anlamı; Müze ve İlişkileri. İstanbul: YTÜ Sosyal Bilimler Enstitüsü, 131-179. Buyurgan, S. ve Mercin, L. (2005). Görsel Sanatlar Eğitiminde Müze Eğitimi ve Uygulamaları. Ankara: Görsel Sanatlar Eğitimi Derneği, 29-50. Ciardelli, J. and Wasserman, J. (2011).Unique Museum Programs Reinforce Professional Responsibility. Journal of Museum Education. Vol. 36,No 1, php.45-56. www.museumeducation.info. Demirsoy, A. (1996). Uygarlık Yolunda Önemli Bir Adım; Doğa Tarihi Müzeleri. Bilim ve Teknik Dergisi, S.346, 64-69. Dilli, R. (2014). Doğa Tarihi Müzelerinin Eğitimdeki Rolü. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 40, 81-95. Doğan, Y. (2010). Primary School Students' Benefiting from Museums with Educational Purposes. International Journal of Social Inquiry. Vol. 3, No 2, pp. 137-164. Erten, S. (2004): Çevre Eğitimi ve Çevre Bilinci Nedir, Çevre Eğitimi Nasıl Olmalıdır?, Çevre ve İnsan Dergisi, Çevre ve Orman Bakanlığı Yayın Organı. Sayı 65/66. 2006/25 Ankara. Fidan, N. ve Erden, M.,(1998), Eğitime Giriş, İstanbul: Alkım Yayınları. İnan, N. (2008). Jeolojik Miras ve Doğa Tarihi Müzeleri. Bilim ve Teknik Dergisi, 493,80-84. Karataş, A. (2011). Çevre Bilincinin Geliştirilmesinde Doğa Tarihi Müzelerinin Rolü. Akademik Bakış Uluslar arası Hakemli Sosyal Bilimler e-Dergisi. Krishtalka, L. and Humphrey, P.S. (2000). Can Natural History Museums Capture The Future, Bio Science, Vol. 50, No 7.www.mnhn.ul.pt. Kuzu, T. (2008). “Aytül Akal’ın Masallarıyla Çocukta Çevre Bilincini Geliştirmek”http://www.aytulakal.com/index.php/icerik/masallar/138-aytul-akalin- msallariyla-cocukta-cevre-bilinci-gelistirme. (10.03.2014),327-339. Marcus, A.S. (2007). Represending the Past and Reflecting the Present: Museums, Memorials, and the Secondary History Claasroom, Social Studies, 98, 3, 05-110. MEB (2008) İlköğretim 1-8. Sınıflar Türkçe, Matematik, Sosyal Bilgiler, Hayat Bilgisi ile Fen ve Teknoloji Dersi Öğretim Programlarında Müze ile Eğitim. Ankara:Talim Terbiye Kurulu Kararı. http://ttkb.meb.gov.tr/yenicalismalar/muze/muze-prmgr.html, (10.02.2014) Mclean, F. (1996) Marketing the Museum. London: Routledge. Miser, R. (2010). Çevre Eğitimi, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Mezunları Derneği, Ankara: Ankara Üniversitesi. MTA Genel Müdürlüğü Tabiat Tarihi Müzesi Tarihçesi, http:/www.mta.gov.tr, 2014. Paykoç, F. ve Baykal, S. (2000). Müze Pedagojisi: Kültür, İletişim ve Aktif Öğrenme Ortamı Olarak Müzelerin Etkinliğine İlişkin Bir Çalışma. Müzecilikte Yeni Yaklaşımlar, Küreselleşme ve Yerelleşme. Üçüncü Uluslar Arası Tarih Kongresi pp.102-114, Yayıma Hazırlayan Zeynel Abidin Kızılyaprak, İstanbul: Numune Matbaası. Riviere, H. G. (1962) Müzelerin Eğitimdeki Rolü Hakkında UNESCO Bölge Semineri( Çev. Selma İnal). İstanbul: İstanbul Matbaası. NAAEE. (2014). Measuring Enviromental Education Outcomes (Editor: Alex Russ), NAAEE, php:3. Sakınç, M. (2007). Doğa Tarihinde Biyokültürel Evrimin Ekolojik Sonuçları ve Doğanın Geleceği İçin Biyokültürel Anlayış. 1. Ulusal Doğa Tarihi Kongresi, Ankara: TÜBİTAK ve Kırsal Çevre. Sözen, M. ve Tanyeli, U. (1987). Sanat Kavram ve Terimleri Sözlüğü. İstanbul: Remzi. Ünder, H. (1995). Ekolojik Vatan ve Siyaset Kavramı. Felsefe Dünyası Dergisi. Sayı 17,59. Yıldırım, A. ve Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemler. Ankara: Seçkin. www.icom.museum |
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Rhizome-Modular Teaching of Students as a Basis of their Professional Creative Self-Consciousness FormationElena V. Bystritskaya, Irina Y. Burkhanova , Denis I. Voronin, Svetlana S. Ivanova & Elena L. Grigoryeva
pp. 85-94 | DOI: 10.12973/ijese.2015.293a | Article Number: ijese.2016.007
Abstract The relevance of the study is determined by a necessity to ensure contents unity of two professional education degrees: Bachelor’s and Master’s. The necessity to update higher professional education originates from the crisis of educational system state which is confirmed in theory and in practice. The purpose of the study is in definition of theoretical and methodological background for formation of professional creative self-consciousness of students in conditions of rhizome-modular teaching. Requirements are indicated for design of a rhizome teaching module in view of human-oriented education for the purposes of professional creative self-consciousness formation of students. Compliance with these requirements allows for formation and update of student’s self-consciousness in professional creative activities. The materials can be used to solve a wide range of educational problems. The study results can be used by High school teachers for the purposes of development of students’ professional creativity and formation of their professional self-consciousness.
Keywords: professional self-consciousness, professional creativity, rhizome-modular approach to education, teaching rhizome module References Asmolov, А. G. (2001). Psikhologiya lichnosti: Printsipi obshchepsikhologicheskogo analiza.[Personality psychology: Principles of general psychology analysis]. Moscow: Smysl. 416. Davydov, V. V. (2008). Problemy razvivayushchego obucheniya. [Problems of developmental teaching]. Moscow: Direkt-Media, 613. Deleuze, G (1998). Logic of sense /G. Deleuze. Moscow. Pub.centre «Academy», 472. Dmitriev, S. V. (2011) Anthropous academic technologies – not a taught specialist is important, but a developing professional. Fizicheskoe vospitanie studentov [Physical education of students], 3, 37-41. Dmitriev, S. V. (2011). Anthropoconstructs of self-consciousness and activity. Thesis on development of adaptive kinesiology problems in the system of special (remedial) education Pedagogika, psikhologiya i medico-biologicheskie problemi fizicheskogo vospitaniya I sporta. [Pedagogics, psychology and medical-biological problems of physical education and sport], 11, 45-54. Dmitriev, S. V. (2011). Social-cultural theory of physical actions of a human-being: Sport, art, didactics: monography. Nizhny Novgorod.: NGPU, 359. Dmitriev, S. V., Neverkovich, S. D., Bystritskaya, Е. V. & Voronin, D. I. (2014). Semantic space of «live motions» in the sphere of language consciousness and human self-consciousness as a creative personality. Mir psikhologii [World of psychology], 3, 173-186. Khutorskoy, А. V. (2014). Pedagogic methodology: human-oriented approach. Research results: Scientific publication. – Moscow: Publishing house «Eydos»; Publishing house of Human Education Institute, 171. Kon I. S. (2003). Psikhologiya yunosheskogo vozrasta: Problema formirovaniya lichnosti. [Psychology of teenagers: Problem of personality formation]. Study book for ord.inst. Moscow, 2003. Neverkovich, S. D., Dmitriev, S. V, & Bystritskaya, Е. V. (2012). Consciousness, cogitation and activity in anthropous education technologies. Sportivny psikholog. [Sport psychologist], 3, 13-21. Rubinshtein, S. L. (2000). General elementary psychology - SPb: Pub.house «Piter», 712. Yasvin, V. А. (2001). Obrazovatelnaya sreda. Ot modelirovaniya k proektirovaniyu [From modelling to designing]. Moscow: Smysl, 368 |
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