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1 |
Predicting Turkish Preservice Elementary Teachers’ Orientations to Teaching Science with Epistemological Beliefs, Learning Conceptions, and Learning Approaches in ScienceElif Adibelli Şahin, Hasan Deniz & Mustafa Sami Topçu
pp. 515-534 | DOI: 10.12973/ijese.2016.333a | Article Number: ijese.2016.023
Abstract The present study investigated to what extent Turkish preservice elementary teachers’ orientations to teaching science could be explained by their epistemological beliefs, conceptions of learning, and approaches to learning science. The sample included 157 Turkish preservice elementary teachers. The four instruments used in the study were School Physics Teachers’ Conceptions of Teaching (Gao & Watkins, 2002), the Epistemic Belief Inventory (Schraw, Bendixen, & Dunkle, 2002), and the Conceptions of Learning Science and the Approaches to Learning Science questionnaires (Lee, Johanson, & Tsai, 2008). Step-wise multiple regression analyses indicated that the teacher-centered/moulding orientation to teaching science was mostly predicted by unfruitful learning approaches, naïve epistemological beliefs, and traditional learning conceptions in science. On the other hand, the student-centered/cultivating orientation to teaching science was mostly explained by constructivist learning conceptions in science. These findings suggest that epistemological beliefs, learning approaches, and learning conceptions are important factors in the genesis of conceptions of teaching science. Keywords: epistemological beliefs, elementary preservice teachers, teaching conceptions, learning conceptions, learning approaches References Al-Amoush, S., Usak, M., Erdogan, M., Markic, S., & Eilks, I. (2013). Pre-service and in-service teachers’ beliefs about teaching and learning chemistry in Turkey. European Journal of Teacher Education, 36(4), 464-479. Antoniadou, P. & Skoumios, G. M. (2013). Primary teachers’ conceptions about science teaching and learning. The International Journal of Science in Society, 4, 69-82. Argyris, C., Putnam, R., & McLain Smith, D. (1985). Action science. San Francisco: Jossey-Bass. Argyris, C. & Schon, D. (1978). Organisational learning: A theory-of-action perspective. Reading, Massachusetts: Addison-Wesley. Aypay, A. (2010). Teacher education student’s epistemological beliefs and their conceptions about teaching and learning. Procedia-Social and Behavioral Sciences, 2(2), 2599-2604. Aypay, A. (2011). The adaptation of the teaching-learning conceptions questionnaire and its relationships with epistemological beliefs. Educational Sciences: Theory and Practice, 11(1), 21-29. Bahcivan, E. (2014). Examining relationships among Turkish preservice science teachers’ conceptions of teaching and learning, scientific epistemological beliefs and science teaching efficacy beliefs. Journal of Baltic Science Education, 13(6), 870-882. Bath, D. M. & Smith, C. D. (2009). The relationship between epistemological beliefs and the propensity for lifelong learning. Studies in Continuing Education, 31(2), 173-189. Boulton-Lewis, G. M., Smith, D. J. H., McCrindle, A. R., Burnett, P. C., & Campbell, K. J. (2001). Secondary teachers’ conceptions of teaching and learning. Learning and Instruction, 11(1), 35-51. Calkins, S., Johnson, N., & Light, G. (2012). Changing conceptions of teaching in medical faculty. Medical Teacher, 34(11), 902-906. Cam, A., Topcu, M. S., Sulun, Y., Guven, G., & Arabacioglu, S. (2012). Translation and validation of the Epistemic Belief Inventory with Turkish pre-service teachers. Educational Research and Evaluation, 18(5), 441-458. Chan, K. W. (2004). Preservice teachers’ epistemological beliefs and conceptions about teaching and learning: Cultural implications for research in teacher education. Australian Journal of Teacher Education, 29(1), 1-13. Chan, K.W. & Elliott, R.G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20, 817-831. Chen, J., Brown, G. T. L., Hattie, J. A. C., & Millward, P. (2012). Teachers’ conceptions of excellent teaching and its relationships to self-reported teaching practices. Teaching and Teacher Education, 28(7), 936-947. Cheng, M. M., Chan, K. W., Tang, S. Y., & Cheng, A. Y. (2009). Pre-service teacher education students’ epistemological beliefs and their conceptions of teaching. Teaching and Teacher Education, 25(2), 319-327. Entwistle, N., McCune, V., & Hounsell, J. (2002). Approaches to studying and perceptions of university teaching-learning environments: Concepts, measures and preliminary findings (Occasional Report1). Retrieved from Enhancing Teaching and Learning Environments in Undergraduate Courses Project website: http://www.ed.ac.uk/etl Entwistle, N. & Tait, H. (1990). Approaches to learning, evaluations of teaching, and preferences for contrasting academic environments. Higher Education, 19(2), 169-194. Fox, D. (1983). Personal theories of teaching. Studies in Higher Education, 8(2),151-163. Friedrichsen, P., van Driel, J. H., & Abell, S. K. (2011). Taking a closer look at science teaching orientations. Science Education, 95(2), 358-376. Gao, L. & Watkins, D. A. (2002). Conceptions of teaching held by school science teachers in P.R. China: Identification and cross-cultural comparisons. International Journal of Science Education, 24(1), 61-79. Green, S. B. (1991). How many subjects does it take to do a regression analysis. Multivariate Behavioral Research, 26(3), 499-510. Hermans, R., Tondeur, J., van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51(4), 1499-1509. Hewson, P. W. & Hewson, M. G. (1987). Science teachers’ conceptions of teaching: Implications for teacher education. International Journal of Science Education, 9(4), 425-440. Hewson, P. W., Kerby, H.W., & Cook, P. A. (1995). Determining the conceptions of teaching science held by experienced high school science teachers. Journal of Research in Science Teaching, 32(5), 503-520. Huibregtse, I, Korthagen, F., & Wubbels, T. (1994). Physics teachers’ conceptions of learning, teaching and professional development. International Journal of Science Education, 16(5), 539-561. Jones, A. (2009). Generic attributes as espoused theory: The importance of context. Higher Education, 58(2), 175-191. Kember, D. (1997). A reconceptualisation of the research into university academics’ conceptions of teaching. Learning and Instruction, 7(3), 255-275. Kember, D., Biggs, J., & Leung, D. Y. P. (2004). Examining the multidimensionality of approaches to learning through the development of a revised version of the Learning Process Questionnaire. British Journal of Educational Psychology, 74, 261-280. Kember, D. & Gow, L. (1994). Orientations to teaching and their effect on the quality of student learning. The Journal of Higher Education, 65(1), 58-74. Kind, V. (2016). Preservice science teachers’ science teaching orientations and beliefs about science. Science Education, 100(1), 122-152. Kiroglu, K. (2008). Yeni ilköğretim programları (1-5. Sınıflar) [New elementary curricula (1st-5th grades) (2nd. ed.). Ankara: Pegem A. Koballa, T. R., Glynn, S. M., Upson, L., & Coleman, D. C. (2005). Conceptions of teaching science held by novice teachers in an alternative certification program. Journal of Science Teacher Education, 16(4), 287-308. Koballa Jr, T., Graber, W., Coleman, D. C., & Kemp, A. C. (2000). Prospective gymnasium teachers’ conceptions of chemistry learning and teaching. International Journal of Science Education, 22(2), 209-224. Lee, M.-H., Johanson, R. E., & Tsai, C. C. (2008). Exploring Taiwanese high school students’ conceptions of and approaches to learning science through a structural equation modeling analysis. Science Education, 92(2), 191-220. Li, N., Leung, D. Y., & Kember, D. (2001). Medium of instruction in Hong Kong universities: The mis-match between espoused theory and theory in use. Higher Education Policy, 14(4), 293-312. Lingbiao, G. & Watkins, D. (2001). Identifying and assessing the conceptions of teaching of secondary school physics teachers in China. British Journal of Educational Psychology, 71, 443-469. López‐Íñiguez, G. & Pozo, J. I. (2014). The influence of teachers’ conceptions on their students’ learning: Children’s understanding of sheet music. British Journal of Educational Psychology, 84(2), 311-328. Lotter, C., Harwood, W. S.,& Bonner, J. J. (2007). The influence of core teaching conceptions on teachers’ use of inquiry teaching practices. Journal of Research in Science Teaching, 44(9), 1318-1347. Magnusson, S., Krajcik, J., Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 95-132). Dordrecht, The Netherlands: Kluwer. Otting, H., Zwaal, W., Tempelaar, D., & Gijselaers, W. (2010). The structural relationship between students’ epistemological beliefs and conceptions of teaching and learning. Studies in Higher Education, 35(7), 741-760. Prawat, R. S. (1992). Teachers’ beliefs about teaching and learning: A constructivist perspective. American Journal of Education, 100(3), 354-395. Prosser, M., Trigwell, K., & Taylor, P. (1994). A phenomenographic study of academics’ conceptions of science learning and teaching. Learning and Instruction, 4, 217-231. Richardson, J. T. (2005). Students’ perceptions of academic quality and approaches to studying in distance education. British Educational Research Journal, 31(1), 7-27. Sahin, S. & Yilmaz, H. (2011). A confirmatory factor analysis of the teaching and learning conceptions questionnaire (TLCQ). Journal of Instructional Psychology, 38(3), 194-200. Samuelowicz, K. & Bain, J. D. (1992). Conceptions of teaching held by academic teachers. Higher Education, 24, 93-111. Schommer, M. (1990). The effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498-504. Schraw, G., Bendixen, L. D., & Dunkle, M. E. (2002). Development and validation of the Epistemic Belief Inventory (EBI). In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 261-275). Mahwah, NJ: Erlbaum. Stofflett, R. T. & Stoddart, T. (1994). The ability to understand and use conceptual change pedagogy as a function of prior content learning experience. Journal of Research in Science Teaching, 31(1), 31-51. Tabachnick, B. G., & Fidell, L. S. (2001). Using Multivariate Statistics. U.S.A: Pearson. Taylor, D. L. & Booth, S. (2015). Secondary physical science teachers’ conceptions of science teaching in a context of change. International Journal of Science Education, (ahead-of-print), 1-22. Tikva, J. B. (2010). Socratic teaching is not teaching, but direct transmission is: Notes from 13 to 15-year olds’ conceptions of teaching. Teaching and Teacher Education, 26(3), 656-664. Topcu, M. S. (2011). Turkish elementary student teachers’ epistemological beliefs and moral reasoning. European Journal of Teacher Education, 34(1), 99-125. Tsai, C.-C. (2002). Nested epistemologies: Science teachers’ beliefs of teaching, learning and science. International Journal of Science Education, 24(8), 771-783. Tsai, C.-C. (2004). Conceptions of learning science among high school students in Taiwan: A phenomenographic analysis. International Journal of Science Education, 26, 1733-1750. van Beek, J. A., de Jong, F. P. C. M., Wubbels, T., & Minnaert, A. E. M. G. (2014). Measuring teacher regulating activities concerning student learning in secondary education classrooms: Reliability and validity of student perceptions. Studies in Educational Evaluation, 43, 206-213. Yilmaz‐Tuzun, O. & Topcu, M. S. (2008). Relationships among preservice science teachers’ epistemological beliefs, epistemological world views, and self‐efficacy beliefs. International Journal of Science Education, 30(1), 65-85. |
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Investigating Science Student Teachers’ Ideas about Function and Anatomical Form of Two Human Sensory Organs, the Eye and the EarHalil Kunt
pp. 535-542 | DOI: 10.12973/ijese.2016.406a | Article Number: ijese.2016.024
Abstract The purpose of this research was to determine science student teachers’ level of knowledge about the anatomical structure of two sensory organs, the eye and the ear, in addition to vision and hearing processes. Conducted with 86 science student teachers, research utilized drawing methods and open-ended questions as data collection instruments. The results showed that when science student teachers’ answers with regard to vision and its structures compared with their answers concerning hearing and its structures, their success rate was higher for hearing and its structures. Even though students were sufficiently informed about the anatomical structures constituting eyes and ears, it was observed that a significant percentage of the students were incompetent with regard to their understanding of how seeing and hearing takes place and correctly showing the anatomical structures constituting both eyes and ears on a schema. Human organ/organ system education may contribute to an increase in teaching capacity. Keywords: ear, eye, vision, hearing, student teachers’ ideas. References Abdullah, A., Scaife, J. (1997). Using inteviews to assess children’s understanding of science concepts. School Science Review 78, 79-84. Bahar, M. (2003). Misconceptions in Biology Education and Conceptual Change Strategies. Educational Sciences: Theory & Practice 3, 27-64. Bahar, M., Johnstone, A. H., Sutcliffe, R. G. (1999). Investigation of students’ cognitive structure in elementary genetics through word association tests. Journal of Biological Education 33, 134-142. Bahar, M., Ozel, M., Prokop, P., Usak, M. (2008). Science student teachers’ ideas of the heart. J Baltic Sci Edu 7, 78-85. Barras, R. (1984). Some misconceptions and misunderstandings perpetuated by teachers and textbooks of biology. Journal of Biological Education 18, 201-206. Bowker, R. (2007). Children’s perceptions and learning about tropical rainforests: An analysis of their drawings. Environ Edu Res 13, 75-96. Cepni, S., Tas, E., Kose, S. (2006). The effects of computer-assisted material on students’ cognitive levels, misconceptions and attitudes towards science. Comp Edu, 46, 192-205. Collis, K. F., Jones, B. L., Sprod, B. L., Watson, F. M., Fraser, S. P. (1998). Mapping development in students’ understanding of vision using cognitive structural model. International Journal of Science Education 20, 45-66. Dove, J. E., Everett, L. A., Preece, P. F. W. (1999). Exploring a hydrological concept through children’s drawings. International Journal of Science Education 21, 485-497. Eisen, Y., Stavy, R. (1988). Students’ understanding of photosynthesis. The American Biology Teacher 50, 208-212. Flores, F., Tovar, M., Gallegos, L. (2003). Representation of the cell and its processes in high school students: An integrated view. Int J Sci Edu 25, 269-286. Gellert, E. (1962). Children’s conceptions of the content and functions of the human body. Genetic Psychology Monographs 65, 293-405. Hazel, E., Prosser, M. (1994). First-year üniversity students’ understanding of photosynthesis, their study strategies and learning context. The American Biology Teacher 56, 274-279. Johnson, C. N., Wellman, H. M. (1982). Children’s developing conceptions of the mind and brain. Child Development 53, 222–234. Kose, S. (2008). Diagnosing student misconceptions: Using drawings as a research method. World Appl Sci J 3, 283-293. Kunt, H. (2013). Investigation of Science Student Teachers Knowledge of Human Internal Organs. Journal of Environmental Protection and Ecology 14(3 A), 1362-1371. Leach, J., Driver, R., Scott, P., Wood-Robinson, C. (1995). Children’s ideas about ecology 1: Theoretical background, design and methodology. International Journal of Science Education 17, 721-732. Lewis, J., Wood-Robinson, C. (2000). Genes, chromosomes, cell division and inheritance - do students see any relationship? Int J Sci Edu 22, 177-195. Marbach-Ad, G., Stavy, R. (2000). Students cellular and molecular explanations of genetic phenomena. J Bio Edu 34, 200-205. Martlew, M., Connolly, K. (1996). Human figüre drawings by schooled and unschooled children in Papua New Guinea. Children Development 67, 2743-2762. Maskill, R., Cachapuz, A. F. C. (1989). Learning about the chemistry topic of equilibrium: The use of word association tests to detect developing conceptualizations. International Journal of Science Education 11, 57-69. Mazens, K., Lautrey, J. (2003). Conceptual change in physics: children’s naive representations of sound. Cognitive Development 115, 1-18 Nagy, M. (1953). Children’s conceptions of some bodily functions. Journal of Genetic Psychology 83, 199-216. Osborne, R. J., Cosgrove, M. M. (1983). Children’s conceptions of the changes of state of water. Journal of Research in Science Teaching 20, 825-838. Prokop, P., Fančovičova, J. (2006). Students’ ideas about the human body: Do they really draw what they know? Journal of Baltic Science Education 2, 86-95. Prokop, P., Prokop, M., Tunnicliffe, S. D., Diran, C. (2007). Children’s ideas of animals’ internal structures. Journal of Biological Education 41, 62-67. Pridmore, P., Bendelow, G. (1995). Images of health: exploring beliefs of children using the ‘draw-and-write’ technique. Health Education Journal 54, 473-488. Rennie, L. J., Jarvis, T. (1995). Children’s choice of drawings to communicate their ideas about technology. Research in Science Education 25, 239-252. Reiss, M. J., Tunnicliffe, S. D. (2001). Students’ understandings of human organs and organ systems. Research in Science Education 31, 383-399. Reiss, M. J., Tunnicliffe, S. D., Andersen, A. M., Bartoszeck, A., et al. (2002). An international study of young peoples’ drawings of what is inside themselves. Journal of Biological Education 36, 58-64. Riemeier, T., Gropengießer, H. (2008). On the roots of difficulties in learning about cell division: Process-based analysis of students’ conceptual development in teaching experiments. Int J Sci Edu 30, 923-939. Rowlands, M. (2004). What do children think happens to the food they eat? Journal of Biological Education 38, 167-171. Sanders, M. (1993). Erroneous ideas about respiration: The teacher factor. J Res Sci Teaching 30, 919-934. Teixeira, F. M. (2000). What happens to the food we eat? Children’s conceptions of the structure and function of the digestive system. International Journal of Science Education 22, 507-520. Tunnicliffe, S. D. (2004). Where does the drink go? Primary Science Review 85: 8-10. Tunnicliffe, S. D., Reiss, M. J. (1999a). Students’ understanding about animal skeletons. International Journal of Science Education 21, 1187–1200. Tekkaya, C. (2003). Remediating high schools’ misconceptions concerning diffusion and osmosis through concept mapping and conceptual change text. Res Sci Technol Edu 21, 5-16. Usak, M. (2005). Prospective elementary science teachers? Pedagogical content knowledge about flowering plants. Unpublished Doctoral Dissertation, Gazi University, Ankara, Turkey. Wandersee, J. H., Mintzes, J. J., Novak, D. (1994). Research on alternative conceptions in science. In DL Gabel (Ed.), Handbook of research on science teaching and learning. New York: Macmillan pp. 177-210 White, R., Gunstone, R. (2000). Probing Understanding. London, Falmer Press. Yesilyurt, S., Kara, Y. (2007). The effects of tutorial and edutainment software programs on students’ achievements, misconceptions and attitudes towards biology on the cell division issue. J. Baltic Sci Edu 6, 5-15. |
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The Validation of the Citizen Science Self-Efficacy Scale (CSSES)Suzanne E. Hiller & Anastasia Kitsantas
pp. 543-558 | DOI: 10.12973/ijese.2016.405a | Article Number: ijese.2016.025
Abstract Citizen science programs provide opportunities for students to help professional scientists while fostering science achievement and motivation. Instruments which measure the effects of this type of programs on student motivational beliefs are limited. The purpose of this study was to describe the process of examining the reliability and validity of The Citizen Science Self-Efficacy Scale (CSSES) designed to measure the effectiveness of citizen science programs on student self-efficacy for scientific observation skills. Fifteen (n =15) field experts and 248 (n = 248) eighth grade students participated in three studies. The results suggest that the psychometric properties of this scale are sufficient. Implications for the development and utility of self-efficacy scales in a variety of citizen science contexts are discussed. The aim of the present study is twofold: (a) to establish the psychometric properties of a scale developed to measure student self-efficacy beliefs for scientific observations in citizen science programs and (b) to describe the process in the validation of a self-efficacy scale to support researchers who want to create their own scales for similar citizen science programs. Three studies were conducted to develop the Citizen Science Scale (CSSES) and evaluate its psychometric properties. The purpose of the CSSES was to develop a measure suitable for analysis within a social cognitive career framework and informal natural science contexts. The findings in the present study found that the measure had an acceptable unitary factorial structure and high internal reliability of .89 for the CSSES. The purpose of the Citizen Science Self-Efficacy Scale (CSSES) is to assess individual’s beliefs about their capabilities for scientific observational skills. This scale is applicable to measuring individual’s self-efficacy in outdoor learning contexts (e.g., horseshoe crab citizen science context). Given that self-efficacy is a strong predictor of academic achievement and motivation, self-efficacy scales like the CSSES may provide a way for stakeholders involved in outdoor education to measure student gains and to substantiate program effectiveness. From a methods standpoint, the contribution of this work is to serve as a guide of how to develop a self-efficacy scale. Keywords: self-regulation, citizen science, self-efficacy, instruments, scientific observation skills. References Bandura, A. (1997). The exercise of control. New York, NY: W. H. Freeman and Company. Barlow, K. E., Briggs, P. A., Haysom, K. A., Hutson, A. M., Lechiara, N. L., Racey, P. A., Walsh A. L., & Langton, S. D. (2015). Citizen science reveals trends in bat populations: The National Bat Programme in Great Britain. 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Charlotte, NC: Information Age Publishing, Inc. Corbin, J. & Strauss, A. (2007). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage Crall, A. W., Jarnevich, C. S., Young, N. E., Panke, B. J., Renze, M., & Stohlgren (2015). Citizen science contributes to our knowledge of invasive plant species distributions. Biological Invasions. doi: 10.1007/s10530-015-0885-4 Crall, A. W., Newman, G. J., Stohlgren, T. J. Holfelder, K. A., Graham, J., & Waller, D. M. (2011). Assessing citizen science; data quality: An invasive species case. Conservation Letters 4(6), 433-442. doi: 10.1111/j.1755-263X.2011.00196.x Cronje, R., Rohlinger, S., Crall, A., & Newman, G. (2011). Does participation in citizen science improve scientific literacy? A study to compare assessment methods. Applied Environmental Education and Communication 10, 135-145. doi: 10.1080/1533015X.2011.603611 Day, R., & Allen, T. D. (2002). 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Peña-Ayala’s (Ed.) Metacognition: Fundaments, Applications, and Trends. Cham, Switzerland: Springer. Hiller, S. E., & Kitsantas, A. (2014). The effect of a horseshoe crab citizen science program on student science performance and STEM career motivation. School Science and Mathematics Journal 114(6), 302-311. doi: 10.1111/ssm.12081 Hiller, S. E., & Reybold, L. E. (2011, October). Field expert’s perceptions of scientific observations in the natural world. Presentation at the annual research symposium of the North American Association for Environmental Education, Raleigh, NC. Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling 6, 1-55. doi: 10.1080/10705519909540118 Jeanpierre, B., Oberhauser, K., & Freeman, C. (2005). Characteristics of professional development that effect change in secondary science teachers’ classroom practices. Journal of Research in Science Teaching 42(6), 668-690. doi: 10.1002/tea.20069 Jensen, M., Scherer, R., & Schroeders, U. (2015). Students’ self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes. Contemporary Psychology 41, 13-24. doi: 10.1016/j.cedpsych.2014.11.002 Lent, R. W., Sheu, H-B., Singley, D., Schmidt, J. A., Schmidt, L. C., & Gloster, C. S. (2008). Longitudinal relations of self-efficacy to outcome expectations, interests, and major choice goals in engineering students. Journal of Vocational Behavior 73, 328-335. doi: 10.1016.j.jvb.2008.07.005 Mu, X. (1998, August). High school experience and career maturity in young adulthood. Paper presented at the 24th international congress of Applied Psychology. San Francisco, CA. Navarro, R.L., Flores, L. Y., & Worthington, R. L. (2007). Mexican American middle school students’ goal intentions in mathematics and science: A test of social cognitive career theory. Journal of Counseling Psychology 54(3), 320-335. doi: 10.1037/0022-0167.54.3.320 Patrick, L., Care, E., & Ainley, M. (2011). The relationship between vocational interests, self-efficacy, and achievement in the prediction of educational pathways. Journal of Career Assessment 19(1), 61-74 (2011) doi: 10.1177/1069072710382615 Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Newbury Park, CA: Sage. Pocock, M. J. O., & Evans, D. M. (2014). The success of the Horse-Chestnut Leaf Miner, Cameraria ohridella, in the UK reveladed with hypothesis-led citizen science. PLoS ONE, 9(1), 1-9. doi: 0.1371/journal.pone.0086226 Rogers, M. E., & Creed, P. A. (2011). A longitudinal examination of adolescent career planning and exploration using a social cognitive career theory framework. Journal of Adolescence 34, 163-172. doi: 10.1016/j.adolescence.2009.12.010 Sako, K. (2015). Citizen science inaugural conference: Updates from the field. Retrieved from the National Center for Advancement of Informal Science Education website: http://www.informalscience.org/news-views/2015-citizen-science-association-inaugural-conference-updates-field Schunk, D. H., & Pajares, F. (2005). Competence perceptions and academic functioning. In Elliott and Dweck’s (Eds.), Handbook of competence motivation. New York, NY: The Guilford Press. Snäll, T., Kindvall, O., Nilsson, J., & Pärt, T. (2011). Evaluating citizen-based presence data for bird monitoring. Biological conservation, 144, 804-810. doi: 10.1016/j.biocon.2010.11.010. Steiger, J. H. (1990). Structural model evaluation and modification: An interval estimation approach. Multivariate Behavioral Research 25, 173-180. doi: 10.1207/s15327906mbr2502_4 Sutton, S. (2009). Increasing science literacy among English language learners through plant phenological monitoring: A citizen science program at Sequoia and Kings Canyon National Parks. (Master’s thesis). Proquest Information and Learning Company, UMI Number, 1473523 Trumbull, D. J., Bonney, R., & Grudens-Schuck, N. (2005). Developing materials to promote inquiry: Lessons learned. Science Education 89, 879-900. doi: 10.1002/sce.20081 Tucker, L. R. & Lewis, C. (1973). A reliability coefficient for maximum likelihood factor analysis. Psychometrika 38, 1-10. doi: 10.1007/bf02291170 Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path, Educational Psychologist 48(3), 135-147 (2013) doi: 10.1080/00461520.2013.794676 Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekart, P. R. Pintrich, and Zeidner, M. (Eds.) Handbook of Self-Regulation. New York, NY: Academic Press. Zimmerman, B. J., & Kitsantas, A. (2007). Reliability and validity of Self-Efficacy for Learning Form (SELF) scores of college students. Journal of Psychology 215(3), 157- 163. doi: 10.1027/0044-3409.215.3.157 Zimmerman, B. J., & Kitsantas, A. (1999). Acquiring writing revision skill: Shifting from process to outcome self-regulatory goals. Journal of Educational Psychology 91, 1-10. doi: 10.1037//0022-0663.91.2.241 Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and stategy use. Journal of Educational Psychology 82, 51-59. doi: 10.1037/0022-0663.82.1.51 Zimmerman, B. J., & Schunk, D. H. (2009). Motivation: An essential dimension of self-regulated learning. In Zimmerman & Schunk’s (Eds.), Motivation and Self-Regulated Learning. New York: Routledge. |
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Exploring Pre-Service Science Teacher Methods and Strategies for The Driving Questions in Research Inquiry: From Consulting an Instructor to Group DiscussionMiraç Aydin
pp. 559-570 | DOI: 10.12973/ijese.2016.404a | Article Number: ijese.2016.026
Abstract An important stage in any research inquiry is the development of research questions that need to be answered. The strategies to develop research questions should be defined and described, but few studies have considered this process in greater detail. This study explores pre-service science teachers’ research questions and the strategies they can engage in during inquiry. A total of 59 pre-service science teachers who attended an undergraduate Fieldwork Course participated in the study. A single, holistic case study design was used along with an open-ended questionnaire and documents for data collection. The questionnaire was conducted at the end of the course, and documented inquiry reports were analyzed. The results indicate there are 11 methods for defining driving questions. These range from consulting an instructor to group discussion; 21 different strategies can be produced using these methods. These research question defining methods and strategies should be applied as a coding scheme for future studies and expanded. Any research question defining strategies unfamiliar to pre-service science teachers, such as field trips, brainstorming, and concept maps, should then be taught. Keywords: inquiry, driving question defining strategies, pre-service science teachers. References Apedoe, X. S., Ellefson, M. R., & Schunn, C., D. (2012). Learning together while designing: Does group size make a difference? Journal of Science Education and Technology 21, 83-94.doi:10.1007/s10956-011-9284-5 Ay, Ş. (2013). Trainee teachers' views on project-based learning and traditional education. Hacettepe University Journal of Education 28(1), 53-67. Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project- based learning: sustaining the doing, supporting the learning. Educational Psychologist 26(3 & 4), 369–398. Bulunuz, M. (2011). Evaluation of pre-service elementary science teachers’ experiences with science projects. Journal of Turkish Science Education 8(4), 74-85. Burgaz, B., & Erdem, E. (2006). The evaluation of students' skills of discerning ill-structured problems in scenarios during the problem-based learning process. Eurasian Journal of Educational Research 24, 66-76. Colley, K. (2008). Project based science instruction: A primer, an introduction and learning cycle for implementing project-based science. The Science Teacher 75(8), 23-28. Colley, K. E. (2006). Understanding ecology content knowledge and acquiring science process skills through project-based science instruction. Science Activities: Classroom Projects and Curriculum Ideas 43(1), 26-33. Creswell, J., W. (2013). Qualitative inquiry and research design choosing among five approaches. USA: Sage Publications. Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership 43(2), 44-48. Jonassen, D. H. (2000). Toward a design theory of problem solving. Educational Technology Research & Development 48(4), 63-85. Katz, L., & Chard, S. C. (2000). Engaging children's minds: the project approach. USA: Ablex Publishing Corporation. Kisiel, J. (2006). More than lions and tigers and bears, creating meaningful field trip lessons. Science Activities: Classroom Projects and Curriculum Ideas 43(2), 7-10. Krajcik, J. S., Blumenfeld, P. C., Marx, R. W., & Soloway, E. (1994). A collaborative model for helping middle grade science teachers learn project-based instruction. The Elementary School Journal, 94(5), 483–497. Marshall, J. A., Petrosino, A. J., & Martin, T. (2010). Preservice teachers’ conceptions and enactments of project-based instruction. Journal of Science Education and Technology 19. 370-386. doi:10.1007/s10956-010-9206-y Robinson, J. K. (2013). Project-based learning: improving student engagement and performance in the laboratory. Analytical and Bioanalytical Chemistry 405, 7-13. doi: 10.1007/s00216-012-6473-x Rye, J., Landenberger, R., &Warner, T. A. (2013). Incorporating concept mapping in project-based learning: Lessons from watershed investigations. Journal of Science Education and Technology 22, 379-392. doi:10.10007/s10956-012-9400-1 Singer, J., Marx, R. W., & Krajcik, J. (2000). Constructing extended inquiry projects: curriculum materials for science education reform. Educational Psychologist 35(3), 165-178. Stefanou, C., Stolk, J. D., Prince, M., Chen, J. C., & Lord, S. M. (2013). Self-regulation and autonomy in problem-and project-based learning environments. Active Learning in Higher Education 14, 109-22. doi: 10.1177/1469787413481132 Toh, K. A., Ho, B. T., Wan, Y. K., & Ang, D. (2006) Science teachers’ perceptions: similarities and differences in the U.S., England, Singapore and Japan. Asia Pacific Journal of Education 24, 1-11. doi: 10.1080/0218879040240102 Tortop, H. S., & Özek, N. (2013). The meaningful field trip in project based learning; the solar energy and its usage areas topic. Hacettepe University Journal of Education, 44, 300-307. Yang, Y. C. (2015). Virtual CEOs: A blended approach to digital gaming for enhancing higher order thinking and academic achievement among vocational high school students, Computers & Education, 81, 281-295. doi:10.1016/j.compedu.2014.10.004 Yin, R. K. (2009). Case study research design and methods., USA: Sage Publications. |
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An Examination of Science Teachers’ Knowledge Structures towards TechnologySedef Canbazoğlu Bilici
pp. 571-586 | DOI: 10.12973/ijese.2016.403a | Article Number: ijese.2016.027
Abstract The purpose of the study was to examine science teachers’ knowledge structures on technology, who participated in a TPACK-based Professional Development (PD) program. The PD program was executed in the summer of 2015-2016 academic year with 24 science teachers. Data was collected with the Word Association Test (WAT). A holistic case study approach was followed throughout the study. The stimulus words used in WAT can be stated as; technology, information and communication technologies, computer, instructional materials, Web 2.0 tools, and Technological Pedagogical Content Knowledge (TPACK). Cut-off points were identified by the frequency tables of response words towards stimulus words. The cut-off points helped create the concept networks on technology. At the end of the PD program, progress in science teachers’ knowledge structures toward technology was observed. The results showed that the 21st century technologies included in the PD program such as Web 2.0 tools, Algodoo, animoto, probeware, and student response systems were found to be prominent in teachers’ responses. Keywords: professional development program, science teacher, technological pedagogical content knowledge, word association test References Akıncı, A., Kurtoğlu, M., & Seferoğlu, S.S. (2012). Bir teknoloji politikası olarak FATIH projesinin başarılı olması için yapılması gerekenler: Bir durum analizi çalışması [How can FATIH project achieve its goals? A Case Study]. Akademik Bilişim Konferansı, 1-3 Şubat, Uşak Üniversitesi, Uşak. Akkoç, H. (2012). Bilgisayar destekli ölçme-değerlendirme araçlarının matematik öğretimine entegrasyonuna yönelik hizmet öncesi eğitim uygulamaları ve matematik öğretmen adaylarının gelişimi [Computer-assisted assessment practice pf pre-service mathematics teachers]. Türk Bilgisayar ve Matematik Eğitimi Dergisi 2(3), 99-114. Angeli, C., & Valanides, N. (2008). TPCK in pre-service teacher education: Preparing primary education students to teach with technology. Paper presented at the annual meeting of the American Educational Research Association, New York City, NY. Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52, 154-168. Aydın, F. (2009). Teknolojinin doğasına yönelik fen bilgisi öğretmen adaylarının görüşlerinin ve kavramlarının gelişimi ve öğretimde ikilemlerin etkililiği [Development of pre-service science teachers’ views and concepts about natüre of technology and effectiveness of dilemmas in teaching]. Unpublished doctoral dissertation, Gazi University, Ankara, Turkey. Bahar, M., &Hansell, M. H. (2000). The relationship between some psychological factors and their effect on the performance of grid questions and word association tests. Educational Psychology: An International Journal of Experimental Educational Psychology 20(3), 346 – 364. Bahar, M., Johnstone, A.H. & Sutcliffe, R. G. (1999). Investigation of students’ cognitive structure in elementary genetics through word association tests. Journal of Biological Educatio, 33, 134-141. Baltaci- Goktalay, S., & Ozdilek, Z. (2010). Pre-service teachers’perceptions about web 2.0 technologies. Procedia Social and Behavioral Sciences 2, 4737-4741. Baran, E., & Canbazoglu-Bilici, S. (2015). Teknolojik pedagojik alan bilgisi (TPAB) üzerine alanyazın incelemesi: Türkiye orneği [A review of the research on technological pedagogical content knowledge: The case of Turkey]. Hacettepe Üniversitesi Eğitim Fakültesi 30(1), 15-32. Baran, E., Canbazoglu Bilici, S., & Uygun, E. (2016). Investigating the impact of a Technological Pedagogical Content Knowledge (TPACK)-based professional development program on science teachers’ TPACK. In M. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators (2nd Edition, p.271-283). Newyork: Routledge. Basalla, G. (1988). The evoluation of technology. Cambridge: Cambridge University Press Ercan, F., Taşdere, A, & Ercan, N. (2010). Kelime ilişkilendirme testi aracılığıyla bilişsel yapının ve kavramsal değişimin gözlenmesi [Observation of cognitive structure and conceptual changes through word associations tests]. Türk Fen Eğitimi Dergisi 7(2), 136-154. Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., St. Clair, L., & Harris, R. (2009). TPACK development in science teaching: Measuring the TPACK confidence of inservice science teachers. TechTrends, 53(5), 70-79. Guzey, S.S., & Roehrig, G.H. (2009). Teaching science with technology: Case studies of science teachers’ development of technology, pedagogy, and content knowledge. Contemporary Issues in Technology and Teacher Education 9(1), 25-45. Gulacar, O., Sinan, O., Bowman, C.R., & Yildirim, Y. (2015). Exploring the changes in students’understanding of the scientific method using word associations. Research in Science Education 45, 717-726. Güneş, H., & Gözüm, A.İ.C. (2013). İlköğretimde işlenen ekoloji konusunun 10.sınıf öğrencilerinin ekosistem ekolojisi konusundaki hazırbulunuşluk düzeyleri üzerindeki etkisinin saptanmasında kelime ilişkilendirmenin kullanılması [Using the word association method or detection of the effect of ecology knowledge learned in primary education on readiness of 10th grade students]. Eğitim ve Öğretim Araştırmaları Dergisi 2(3), 252-264. Işıklı, M., Taşdere, A., & Göz, N.L. (2011). Kelime ilişkilendirme testi aracılığıyla öğretmen adaylarının Atatürk ilkelerine yönelik bilişsel yapılarının incelenmesi [Investigation teacher candidates’cognitive structure about principles of Ataturk through word association test]. Uşak Üniversitesi Sosyal Bilimleri Dergisi 4(1), 50-72. Hovardas, T. & Korfiatis, K.J. (2006). Word associations as a tool for assessing conceptual change in science education. Learning and Instruction, 16, 416-432. Kafyulilo, A., Fisser, P., & Voogt, J. (2014). Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in Tanzania. Education and Information Technology. doi: 10.1007/s10639-014-9321-0 Kaya, B., &Akış, B. (2015). Coğrafya öğrencilerinin hava kavramıyla ilgili bilişsel yapılarının kelime ilişkilendirme testi ile belirlenmesi [Determination of cognitive structure of geography students’on weather concept through word association test]. Turkish Studies, International Periodical for the languages, literature and history of Turkish or Turkic 10(7), 557-574. Koehler, M.J., & Mishra, P. (2009). What is technological pedagogical content knowledge? .Contemporary Issues in Technology and Teacher Education 9(1), 60-70. Kostova, Z., & Radoynovska, B. (2008). Word association test for studying conceptual structures of teachers and students. Bulgarian Journal of Science and Education Policy 2(2), 209-231. Kurt, H. (2013). Biyoloji öğretmen adaylarının bağışıklık konusundaki bilişsel yapıları [Biology student teachers’cognitive structure on the concept immunity]. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi 21, 242-264. Ministry of National Education [MoNE]. (2016). Milli egitim bakanligi firsatlari arttirma teknolojiyi iyilestirme hareketi. FATIH. Online: Retrieved March 2016, from http://fatihprojesi.meb.gov.tr/tr/english.php. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. Nakiboglu, C. (2008). Using word associations for assessing nonmajor science students’ knowledge structure before and after general chemistry instruction: The case of atomic structure. Chemistry Education Research and Practice 9, 309-322. Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education 21(5), 509–523. Öner Armağan, F. (2015). Cognitive structures of elementary school students: What is Science?. European Journal of Physics Education 6(2),54-73. Özata Yücel, E., & Özkan, M. (2015). Determination of secondary school students’cognitive structure, and misconception in ecological concepts through Word association test. Educational Research and Reviews 10(5), 660-674. Özatlı, N. S., & Bahar, M. (2010). Öğrencilerin boşaltım sistemi konusundaki bilişsel yapılarının yeni teknikler ile ortaya konulması [Revealing students’ cognitive structures regarding excretory system by new techniques]. Abant İzzet Baysal Üniversitesi Dergisi 10(2), 9-26. Özmantar, M.F., Akkoç, H., Bingölbali, E., Demir, S., & Ergene, B. (2010). Pre-service mathematics teachers’ use of multiple representations in technology-rich environments. Eurasia Journal of Mathematics, Science &Technology Education 6(1), 19-36. Özsevgeç, T., Batman, D., Yazar, E., & Yiğit, N. (2014). Determining the technological terms awareness of pre-service teachers. Education and Science 39(173), 234-248. Rose, L. & Dugger, W. (2002). ITEA/Gallup poll reveals what Americans think about technology. Reston, VA: International Technology Education Association. Sancar Tokmak, H., Incikabi, L., & Ozgelen, S. (2013). An investigation of change in mathematics, science, and literacy education pre-service teachers’ TPACK. The Asia-Pacific Education Researcher 22(4), 407-415. Shin, T.S., Koehler, M.J., Mishra, P., Schmidt, D.A., Baran, E., & Thompson, A.D. (2009). Changing Technological Pedagogical Content Knowledge (TPACK) through course evaluations. Paper presented at the 2009 International Conference of the Society for the Information and Technology and Teacher Education. March 2-6, Charleston, South Carolina. Smaldino, S.E., Russell, J.D., Heinich, R., & Molenda, M. (2005). Instructional technology and media for learning (8th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Stake, R.E. (1995). The art of case study research. Thousand Oaks, CA: Sage Publications. Timur, B. (2011). Fen bilgisi öğretmen adaylarının kuvvet ve hareket konusundaki teknolojik pedagojik alan bilgilerinin gelişimi [The development of pre-service science teachers’ technological pedagogical content knowledge in force and movement subjects]. Unpublished doctoral dissertation, Gazi University, Ankara, Turkey. Tsai, C.-C. (2001). Probing students’ cognitive structures in science: The use of a flow map method coupled with a meta-listening technique. Studies in Educational Evaluation 27, 257-268. Tsai, C.-C., & Huang, C.-M. (2002). Exploring students’ cognitive structures in learning science: A review of relevant methods. Journal of Biological Education 36, 163-169. Terpstra, M. J. (2009). Developing technological pedagogical content knowledge: preservice teachers’ perceptions of how they learn to use educational technology in their teaching. Unpublished doctoral dissertation, Michigan State University., Michigan. Timur, S. (2012). Examining cognitive structures of prospective preschool teachers concerning the subject “force and motion”. Educational Sciences: Theory & Practice 12(2), 1132-1139. Topuz, A.C., & Göktaş, Y. (2015). Türk eğitim sisteminde teknolojinin etkin kullanimi için yapilan projeler: 1984-2013 dönemi, [Projects for effective technology use in Turkish education system: Period of 1984-2013] Journal of Informatics Technology 8(2), 99-110. Yin, R. (2003). Case study research: Design and methods (3rd.Ed.) Thousand Oaks, CA: Sage Publications. Yüce, Z., & Önel, A. (2015). Fen bilgisi öğretmen adaylarının biyoçeşitliliğe ilişkin kavramsal ilişkilendirme düzeyleri [The cognitive binding levels of the science teacher candidates in relation to biodiversity]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 15(1), 326-341. Zhao, Y. (2003). What teachers need to know about technology?: framing the question. In Y. Zhao (Ed.), What should teachers know about technology?: Perspectives and practices (pp. 1-14). Greenwich, CO: Information Age Publishing. |
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What are Their Beliefs? What is Their Approach in Practice? What is the Profile of Their Science Teachers and Professors?Selda Bakır
pp. 587-602 | DOI: 10.12973/ijese.2016.402a | Article Number: ijese.2016.028
Abstract This qualitative study was conducted with six senior student teachers in the field of science to examine the beliefs of student science teachers, their classroom practices, and the profile of their junior high science teachers and the professors in the education department. The data from this study were collected through individual interviews and observations as well as DASST-C. According to the findings of the study, five of the student teachers held to a conceptual model, one held to an exploratory mental model. When the junior high science teachers of these student science teachers were examined, it was found that four employed an explicit approach, one used a conceptual approach and one had an exploratory approach. When the views of the student teachers’ professors in the department of education were examined, most of the faculty members had a teacher-centered approach, but the most popular faculty members employed a student-centered approach. Therefore, we see that the beliefs of the student teachers about the learning-teaching process were passed on from their junior high science teachers and the professors in the education department. Keywords: professors; science teachers; student science teachers; beliefs References Ambusaidi, A.K. & Al-Balushi, S.M. (2012). A longitudinal study to identify prospective science teachers’ beliefs about science teaching using the draw-a-science-teacher-test checklist. International Journal of Environmental &Science Education 7(2), 291-311. Aykaç,N. (2012). İlköğretim öğrencilerinin resimlerinde öğretmen ve öğrenme süreci algısı. Eğitim ve Bilim 37(164), 298-315 Baykal, A. (2005). Öğretmenlik nasıl öğrenilir? Eğitim Fakültelerinde Yeniden Yapılandırmanın Sonuçları ve Öğretmen Yetiştirme Sempozyumu (s.265). Ankara, Türkiye: Gazi Üniversitesi Gazi Eğitim Fakültesi. Bransford, J.D., Brown, A.L.&Cocking, R.R.(Eds)(2000). How people learn:Brain, mind, experience and school. Commitee on developments in science of learning and commitee on learning research and educational practice, commission on behavioral and social science and education, National Research Council. Washington, D.C.:National Academy Press. Chai, C.S. (2010). Teachers' epistemic beliefs and their pedagogical beliefs: A qualitative case study among Singaporean teachers in the context of ICT- supported reforms. TOJET: The Turkish Online Journal of Educational Technology 9(4), 128-139. Decker, L.E.&Rimm-Kaufman, S.E. (2008). Personality characteristics and teacher beliefs among pre-service teachers. Teacher Education Quarterly 35,45-63. DiPietro, K. & Walker, A. (2005). Examing pedagogical beliefs changes in teacher education. From http://www.lehigh.edu/~kad9/Portfolio/P_Beliefs_submission.pdf Doyle, M. (1997). Beyond life history as a student: Preservice teachers’beliefs about teaching and learning. College Student Journal 31(4), 519-.13p Eilks, I. & Al-Amoush, S.& Markic, S. (2011). Jordian chemistry student teachers’ and experienced teachers’ beliefs about teaching and learning. ESERA 2011. From www.esera.org/media/ebook/e-book-esera2011_strand12.pdf Elmas, R., Demirdöğen, B. & Geban, Ö. (2011). Preservice chemistry teachers’ images about science teaching in their future classrooms. Hacettepe University Journal of Education 40, 164-175. Erçetin, Ş.Ş. (2005). Hizmet öncesinden hizmet içine…Yeterlilikten yetkinliğe…Eğitim fakülteleri ile… Eğitim Fakültelerinde Yeniden Yapılandırmanın Sonuçları ve Öğretmen Yetiştirme Sempozyumu. Ankara, Türkiye: Gazi Üniversitesi Gazi Eğitim Fakültesi. Karagözoğlu, G. (2009). Türkiye’de öğretmen yetiştirme uygulamalarına genel bakış. Türkiye’nin Öğretmen Yetiştirme Çıkmazı Ulusal Sempozyumu. Ankara,Türkiye: Başkent Üniversitesi. Kind, V. (2016). Preservice science teachers’ science teaching orientations and beliefs about science. Science Education 100(1), 122-152. Levitt, K.E. (2001). An analysis of elementary teachers’s beliefs regarding the teaching and learning of science. Science Education, 86(1), 1-22. Lumpe, A.T., Haney, J.J. & Czerniak, C.M. (2000). Assessing teachers’ beliefs about their science teaching context. Journal of Research in Science Teaching 37(3), 275-292. Markic, S. &Eilks, I. (2008). A case study on German first year chemistry student teachers’ beliefs about chemistry teaching, and their comparison with student teachers from other science teaching domains. Chemistry Education Research and Practice 9, 25-34. Mertoğlu, H. (2011). Fen ve teknoloji öğretmenlerinin öğretim stillerinin ve yapılandırmacı öğrenme ortamına ilişkin algılarının öğretim uygulamalarına etkisi (Yüksek Lisans Tezi). Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul, Türkiye. Minogue, J. (2010). What is teacher doing?What ate the students doing? An application of the draw-a-science-teacher-test. Journal of Science Teacher Education 21, 767-781. Minor, L.C., Onwuegbuzie, A.J., Witcher, A., E. &James, T.L. (2002). Preservice teachers’ educational beliefs and their perceptions of characteristics of effective teachers. The Journal of Educational Research 96(2), 116-127. Nuangchalerm, P. & Prachagool, V. (2010). Influences of teacher preparation program on preservice science teachers’ beliefs. International Education Studies, 3(1), 87-91. Pajares, M.F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research 62(3), 307-332. Simmons, P., Emory, A., Carter, T., Coker, T., Finnegan, B, Crockett, D., et al. (1999). Beginning teachers: beliefs and classroom actions. Journal of Research in Science Teaching 36(8), 930-954. Tatar, N., Feyzioğlu, E.Y., Buldur, S. & Akpınar, E. (2012). Pre-service science teachers’ mental models about science teaching. Educational Sciences Theory & Practice 12(4), 2934-2940. Thomas, J.A., Pederson, J.E. & Finson, K. (2001). Validating the Draw-A-Science-Teacher-Test Checklist(DASTT-C): Exploring mental models and teacher beliefs. Journal of Science Teacher Education 12(3), 295-310. Tsai, C. (2002). Nested epistemologies: Science teachers' beliefs of teaching, learning and science. International Journal of Science Education 24(8), 771-783. Uysal, A.(2010).Sınıf öğretmenlerinin 2009 hayat bilgisi öğretim programında belirlenen strateji, yöntem ve teknikleri uygulamadaki yeterlik düzeylerinin belirlenmesi(Yüksek Lisans Tezi). Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara, Türkiye. Vural, B. (2004). Yetkin-ideal vizyoner öğretmen. İstanbul: Hayat Yayıncılık. Wallace, C. & Kang, N. (2004). An investigation of experienced secondary science teachers' beliefs about inquiry: An examination of competing beliefs sets. Journal of Research in Science Teaching 41(9):936-960. Yıldırım, A. & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri (5.baskı). Ankara: Seçkin. Yıldız Duban, N. (2013). Preservice science and technology teachers’ mental images of science teaching. Eurasian Journal of Educational Research 50, 107-126. Yılmaz, H., Türkmen, H. & Pederson, J.N. (2008). Evaluating science education reform via fourth-grade students’ image of science teaching. Science Education International 19(1), 27-40. YÖK(2007). Öğretmen yetiştirme ve eğitim fakülteleri (1982-2007). Yüksek Öğretim Kurulu Yayını 2007-5: Ankara Yurdatapan, M. (2010). Fen ve teknoloji dersi öğretmen adaylarının öğretmenlik uygulaması dersi sırasındaki öğretmen rollerinin değerlendirilmesi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi 31, 177-191. |
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An Investigation for the Future Educators' Attitudes towards the Environmental Issues in the Context of Ecocentrism and AnthropocentrismAhmet Yumuşak, Serap Özbaş, Seyit Ahmet Sargin & Furkan Baltaci
pp. 603-612 | DOI: 10.12973/ijese.2016.401a | Article Number: ijese.2016.029
Abstract In this study, it was revealed that the factors influencing the future educators' attitudes towards the environment. The survey was conducted between 2013-2014, on the freshman and the senior students studying in two different education faculties providing training within the boundaries of Turkish Cypriot. As a result, it has been found that persons who take any course related to environment, become a member of any environmental organizations, join any environmental activities, and follow any publication related to the environment by throughout education life contribute the formation of environmental protection awareness for them. The majority of the participants had an ecocentric attitude. To be increased of the environmental awareness for teacher candidates studying in math and social sciences, the necessity and importance of a number of environmental activities performed were appeared. The teacher candidates, especially having with the environmental protection sensibility will shed light on the future will provide significant contributions in the conversion of this consciousness to a sustainable structure on behalf of the awareness to prevent disconnection between generations. Keywords: anthropocentrism, ecocentrism, environmental awareness. References Angeles, P.A., (1981). Dictionary of Philosophy. London: Barnes & Noble Books Publications. Armagan, F.O. & Koksal, E.A., (2010). Factors effecting students’ performances on an environment achievement test. Procedia Social and Behavioral Sciences 9, 1585–1591. Doi:10.1016/j.sbspro.2010.12.369 Atasoy, E. ve Ertürk, H., (2008). İlköğretim Öğrencilerinin Çevresel Tutum ve Çevre Bilgisi Üzerine Bir Alan Araştırması. Erzincan Eğitim Fakültesi Dergisi10(1),105-122. Aytaç, M. ve Öngen, B., (2012). Doğrulayıcı Faktör Analizi ile Yeni Çevresel Paradigma Ölçeğinin Yapı Geçerliliğinin İncelenmesi. İstatistikçiler Dergisi 5, 14-22. Benhabib, S., (1984). Epistemologies of Postmodernism, A rejoinder to Jean François Lyotard. Journal of New German Critique 33(Autumn), 103-126. Bjerke, T. & Kaltenborn, B.P., (1999). The Relationship of Ecocentric and Anthropocentric Motives to Attitudes toward Large Carnivores. Journal of Environmental Psychology. Volume:19, pp:415-421. Callicott, B., (1984). Non-Anthropocentric Value Theory and Environmental Ethics. American Philosophical Quarterly 21(4), 299-309. Buchdahl, J.M. & Raper, D., (1998). Environmental Ethics and Sustainable Development. Journal of Sustainable Development 6, 92 - 98. Campbell, E.K., (1983). Beyond Anthropocentrism. The History of the Behavioral Sciences 19, 54-67. Erten, S., (2007). Ekosentrik, Antroposentrik ve Çevreye Yönelik Antipatik Tutum Ölçeğinin Türkçeye Uyarlama Çalışması. Eurasian Journal of Educational Research 28, 67-74. Gifford, R., Hay, R. & Boros, K., (1983). Individual differences in environmental attitudes. Journal of Education 14(2), 19-23. İnceoğlu, M., (2010). Tutum, Algı, İletişim, (5 th ed.) İstanbul: Beykent Üniversitesi Yayınları. Kahyaoglu, M. & Ozgen, N., (2012). An Investigation of Pre-Service Teachers’ Attitudes towards Environmental Problems in Terms of Several Variables. Journal of Theoretical Educational Science 5(2), 171-185. Katz, E. & Oechsli, L., (2010). Moving beyond Anthropocentrism, Environmental Ethics, Development and The Amazon. Journal of Environmental Ethics 15, 49-59. MacKinnon, B., (2007), Ethics, Theory and Contemporary Issues (5th edition). Thomson/Wadsworth, Belmont, California. Macionis, J. & Plummer, K., (2002). Sociology: a global introduction. Harlow: Prentice Hall. McMillan, M., Hoban, T.J., Clifford, W.B. & Brant, M.R., (1997). Social and demographic influences on environmental attitudes. Southern Rural Sociology 13(1), 89-107. Özer, U., (1993). Yüksek Öğretimde Çevre Için Eğitim Çevre Eğitimi. Ankara: Türkiye Çevre Vakfı Yayını. Roney, S.A., (2011). Turizm, Bir Sistemin Analizi. Ankara: Detay Yayıncılık. Sargin, S.A., Baltaci, F., Bicici, H. & Yumusak, A., (2015). Determining of vocational school student’s attitudes toward the puzzle method. Procedia - Social and Behavioral Sciences 174, 2856 – 2861. Sargin, S. A., Baltaci, F., Katipoğlu, M., Erdik, C., Arbatli, M. S., Karaardiç, H., Büyükcengiz, M. (2016). Öğretmen Adaylarinin Çevreye Karşi Bilgi, Davraniş ve Tutum Düzeylerinin Araştirilmasi. Education Sciences 11(1), 1-22. Schultz, P. W., (2011). Conservation Means Behavior. Conservation Biology 25(6), 1080-1083. Victor, T.C., Middleton, H. & Rebecca, H., (1998). Sustainable Tourism, A Marketing Perspective. Oxford: Butterworth-Heinemann. Timur, S., Yilmaz, Ş., ve Timur, B. (2013). İlköğretim Öğretmen Adaylarının Çevreye Yönelik Tutumlarının Belirlenmesi ve Farklı Değişkenlere Göre İncelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi 14(2), 191-203. Wapner, P. & Matthew, R.A., (2009). The Humanity of Global Environmental Ethics. The Journal of Environment Development 18(2), 203-222. Yücel, A.S. ve Morgil, F.İ., (1998). Yüksek Öğretimde Çevre Olgusunun Araştırılması. H. Ü. Eğitim Fakültesi Dergisi 14, 84-91. |
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The System of Management of Innovation Projects at a Higher EducationAydar M. Kalimullin, Valery Т. Youngblood & Elena А. Khodyreva
pp. 613-622 | DOI: 10.12973/ijese.2016.334a | Article Number: ijese.2016.030
Abstract The urgency of the issue discussed in this article is caused by the need for development and assessment of new models and mechanisms of management of higher education institutions, which are connected with the development of the system of management of innovation projects and contribute to the development of educational institutions. The aim of the article is to give a theoretical justification and assessment of the system of innovation project management at a higher education institution as well as to assess its efficiency. The leading research methods are pedagogical modeling and project planning, theoretical analysis and compilation of the educational practice in innovation project management, and mathematical methods of statistics which help to make a comprehensive analysis of efficiency of the system of innovation project management. The article reveals the role of the system of innovation project management at a higher education institution as a complex of methodological approaches, principles, and mechanisms which provide for successful implementation of innovations in scientific, international, economic and other activities of an educational institution. The article also describes the peculiarities of innovation project management connected with the specific character of management entities, subjects to management, management processes. Efficiency of the model of development of the system of innovation project management is justified. Keywords: innovation project; system of innovation project management; higher education institution; management entities. References A Guide to the Project Management Bodyof Knowledge (PMBOK Guide). (2008). Project Management Institute. Asadullin, R. M., Teregulov, F. Sh., Koletvinova, N. D. & Egamberdieva, N. M. (2016). Fundamental and Applied Education - A New Look. Mathematics Education, 11(1), 23-33. Bazhin, К. S. The principles of project management in higher education institutions. http://www.forumcis.ru/cat. Borodataya, M. N., Ershova, N. N. (2013). Management of innovative project activities. Kirov: VGGU. Chirkina, S. E., Zhukova, E. D. & Curteva, O. V. (2016). The Concept of “Pedagogical Modus” in the System of Pedagogical Culturology Categories. Mathematics Education, 11(1), 191-198. Fokina, T. P. [et al] Project management. (2008). Saratov: PAGS. Gabdrakhmanova, R. G., Kalimullina, G. I. & Ignatovich, V. G. (2016). Professional Pedagogical Education Quality Management. Mathematics Education, 11(1), 103-112. Grashina, M., Dunkan, V. (2006). The principles of project management. St. Petersburg: Peter. Kalimullin, A. M. & Masalimova, A. R. (2016). Editorial: Actual Issues of National Education: Theory and Practice. Mathematics Education, 11(1), 1-2. Kaplunovich, Т. А., Khavylyg, N. К. (2006). Innovation projects as a special form of scientific support to develop education. Academic Journal of the Institute of Adult Education of Russian Academy of Education. Man and education, 6, 15–18. Khodyreva, Е. А. Management of innovative educational projects in modern university (2015). Koncept, 5. – ART 15172. – URL: http://e-koncept.ru/2015/15172.htm. – ISSN 2304-120X. Lisitzina, T. B., Pavlova, A. V., Khanmurzina, R. R., Vlasova, V. N., Chitalin, N. A., Maksimov, I. N. & Zakirova,V. G. (2014). Features of the Professional and Motivating Training Content Design for Students Majoring in “Tourism”, Asian Social Science, 11 (1), 148-153. Mazur, I. I., Shapiro, V. D., Olderogge, N. G., Polkovnikov, А. V. (2010). Project management. Moscow: Omega–L. Polkovnikov, А. V., Dubovik, М. V. (2011). Project Management. Moscow: Eksmo. Project management in accordance with IPMA/ SOVNET requirements. Preparing for the certification. (2012). Moscow: Project PRACTICE. Project management: the basics of professional knowledge, national requirements for professionals’ competence. Versions 3.0. (2010). Moscow: Project PRACTICE. Vinogradova, V. L. (2012). Team management of innovation projects in an educational institution. Man and education, 4 (33), 157–160. Voropaev, V. I., Sekletova, G. I. (1999). System representation of project management: Proceedings of the international symposium on project management ‘East-West – At the Edge of Millennium’. Moscow: SOVNET. |
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Technological Education as a Means of Developing Students’ Health CultureAlfiya R. Masalimova, Anastasia O. Luchinina & Ruslan A. Ulengov
pp. 623-632 | DOI: 10.12973/ijese.2016.335a | Article Number: ijese.2016.031
Abstract The urgency of the research is due to the fact that health of school-age children in Russia is deteriorating. The development of health culture has become an integral part of students’ general cultural development. The purpose of this article is to reveal the potential of "Technology" as a school subject for the development of students’ health culture. The activity approach is the leading one to the study of this problem. The activity approach takes into account students’ individual characteristics, as well as the role and significance of certain activities and forms of communication, in order to suggest ways for the development of students’ health culture. This article analyzes the subject matter of "Technology", which aims at health protection of students. In this regard, the article can be helpful to education workers responsible for health preservation of the younger generation. Keywords: students’ health culture, "Technology", interschool training center References Atutov, P. R. (2003) Labor development of pupils at secondary school. Vladimir: VSPU. Kalimullina, А. D. (2010) Psychological and pedagogical support in the Interschool training center as a factor of health preservation of students http://nsportal.ru/sites/default/files/2015/01/13/statya_dlya_ns-portal.doc Kamalova, L. A., Zakirova, V. G. (2015). The formation of the pedagogical values of future primary school teachers at the University. Review of European Studies, 7 (5), 1-9. Khotuntzev, Yu. L. (1999) Conceptual framework of the educational field of Technology. М: RAO, МКО, MIPKRO. Kotriakhov, N. V. (2005) The activity approach to pedagogical process: history and contemporaneity. Kirov: MGIU. Kovalko, V. I. (2007) Health saving technologies: the pupil and the computer: grades 1-4. М: ВАКО. Masalimova, A. R., Porchesku, G. V. & Liakhnovitch, T. L. (2016), Linguistic Foundation of Foreign Language Listening Comprehension. International Electronic Journal of Mathematics Education, 11(1), 123-131. Mitiayeva, А. М. (2008) Health saving pedagogical technologies: college textbook. М: Academy. Muravyeva, E. V., Sibgatova, K. I., Biktemirova, E. I., Yusupov, R. A., Mironova, M. A., Lenzon, V. M., Fassakhova, G. R. (2014). College students' ecological education as a strategy of ecological crisis overcoming. Life Science Journal, 11(8), 486-491. Sibgatova, K. I., Gilmanshina, S. I., Khalikova, F. D., Gilmanshin, I. R., Akchurina, I. R., Shchaveleva, N.G. (2015). Peculiarities of pupils and vocational college students’ career guidance modeling in the integrated system "school – college –enterprise". Asian Social Science, 11(1), 386-391. Sibgatova, K. I., Ilchinskaya, E. P., Bastrikova, E. M., Kuramshina, L. L., Makarov, A. L., Chernova, N. Y., Khairullina, E. R., Murugova, V. V. (2016). The Traditional and Innovative Technologies of Vocational Guidance Work with Pupils and Students. International Review of Management and Marketing, 6(2S), 97-103 Simonenko, V. D. (2005) Lesson planning for the textbook “Technology”, Grade 11. М: Ventana-Graf. Smirnov, N. K. (2002). Health saving technologies at modern school. M: The Academy of Professional Development and Retraining of Education Workers. Vainer, E. N. (2002) Valeology: college texbook. М: Science. Zaitseva, N. A. (2013). The role of education system in adaptation of graduates from Russian institutes and colleges at European enterprises (by example of service companies). Middle East Journal of Scientific Research, 13(5), 693-697. |
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Professional Support for Families in Difficult Life SituationsVenera G. Zakirova, Guzel I. Gaysina & Elena Raykova
pp. 633-639 | DOI: 10.12973/ijese.2016.336a | Article Number: ijese.2016.032
Abstract Relevance of the problem stated in the article is determined by the presence of a significant number of families in difficult life situations who need in professional support and socio-psychological assistance. The article aims to substantiate the effectiveness of the structural-functional model of professional supporting for families in difficult life situations. This kind of families’ support is analyzed as a form of a complex form of social assistance. The leading methods are analyses of scientific works and practice, empirical and experimental data, method of involved observation, modeling and experimental method. The experimental method aimed to identify the problems of families and to test the conditions of their effective professional support. The article presents the complex program of the families’ support, which includes diagnostic, projective, correctional, rehabilitative, recovery and consulting parts. This program is aimed both at eliminating factor of social risk, preventing the crisis situations in families and children’s environment, achievement of high level of specialists’ professional competence. The author determines a set of conditions necessary for effective professional support for families in difficult life situations (early diagnosis of the families needing in socio-psychological assistance; complex and systematic character of support; increasing the level of social workers’ professional competence; interagency cooperation). The author has developed a model of professional supporting the families in difficult life situations which include subjective, content, technological and effective components. It has been verified experimentally and included 2 directions: 1) support of parents and children; 2) methodical work with specialists of social services. Keywords: family of social risk, family in difficult life situation, social worker, professional support, social rehabilitation, social services References Actual problems of families in Russia (2006). Moscow: Institute of sociology RAS, 223. Albegova, I. F. (2005). Research of social workers’ motivation. Sociological research, 1, 78-81. Arhangelskiy, V. N. (2000). Family policy and social support families in Russia. Moscow: Pedagogica, 369. Bown, M. (2005). Theory of family systems. Moscow: Kogito-centre, 496. Chernish, M. (2009). Family and parenthood in modern Russia. Moscow, 77. Dubrovina, I. (2005). Problems of human socialization. Questions of psychology, 3, 26-32. Ganishina, I. S., Ushatikov, A. I. (2007). Dysfunctional family and deviant behavior of children. Moscow: MPSI, 288. Gaysina, G. (2013). Theoretical and practical problems of the foster families’ maintenance. Pedagogical education in Russia, 4, 191 – 196. Hanafi, Z. (2015). The childcare center: how to ensure quality childcare practices. Asian Social Science, 11(25), 90-100. Kamalova, L. A., Zakirova, V. G. (2015). The formation of the pedagogical values of future primary school teachers at the University. Review of European Studies, 7 (5), 1-9. Mardahaev, L. V. (2011). Social pedagogy. Moscow: Vlados, 425. Mudrik, A. V. (2010). Social pedagogy. Moscow: Akademia, 230. Mulheir, G. & Browne, K. (2007). De-institutionalising and transforming children's services: a guide to good practice. Birmingham: University of Birmingham Press, 149. Muravyeva, E. V., Sibgatova, K. I., Biktemirova, E. I., Yusupov, R. A., Mironova, M. A., Lenzon, V. M., Fassakhova, G. R. (2014). College students' ecological education as a strategy of ecological crisis overcoming. Life Science Journal, 11(8), 486-491. Oliferenko, L. (2002). Social pedagogical support children of risk. Moscow: Akademia, 256. Pevtsova, E. A., Annenkova, V. G. (2015). Conception and new ways of protecting the rights of children and young people: theory, history and the present (2015) Review of European studies,7(5), 274 – 283. Popov, L. M., Ilesanmi, R. A. (2015). Parent-child relationship: peculiarities and outcome. Review of European studies, 7(5), 253-263. Shulga, T. I. (2005). Working with the risk family. Moscow: Drofa, 254. Tseluyko, V. M. (2004). Psychology of risk family. Moscow: Vlados, 272. Zakirova, V. G., Masalimova, A. R. & Nikoghosyan, M. A. (2016). The Contents, Forms and Methods of Family Upbringing Studying Based on the Differentiated Approach. International Electronic Journal of Mathematics Education, 11(1), 181-190. Оslon, V. N. (2006). Living arrangements of orphans. Professional foster family. Moscow: Genezis, 366. Zaitseva, N. A. (2013). The role of education system in adaptation of graduates from Russian institutes and colleges at European enterprises (by example of service companies). Middle East Journal of Scientific Research, 13(5), 693-697. |
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Pedagogical Support Components of Students’ Social AdaptationVera K. Vlasova, Galina I. Simonova & Nassim Soleymani
pp. 641-653 | DOI: 10.12973/ijese.2016.337a | Article Number: ijese.2016.033
Abstract The urgency of the problem stated in the article is caused by the need of pedagogical support of students’ social adaptation on the basis of systematicity, which is achieved if we correctly define the components of the process. The aim of the article is to determine the pedagogical support components of students’ social adaptation. The leading approach underlying the research is a system-based synergetic approach. The selection of components and their layout was carried out on the system-based synergetic approach, mainly from the standpoint of classical theory of systems. The pedagogical support of students’ social adaptation includes theoretical and methodological, information-analytical, content-related, technological, management and expert components. The content of each component used in the process of pedagogical support offered in the article ensures the effectiveness of the professional work of teachers, who support students' social adaptation. The data of the article are of theoretical and practical importance for researchers in the sphere of social adaptation of personality, and also for education professionals, who realize the pedagogical support of students’ social adaptation in practice. Keywords: pedagogical support, social adaptation, component structure, pedagogical support technology References Anokhina, T. V. (1996). Pedagogical support as a reality of modern education. The new education values, Coll. of works, 6, ed. by N.B. Krylova. M: Innovator, p72. Gavrilin, A. V. (2000). Recommendations for the development of school development programs. School planning, 1, 4-12. Gazman, O. S. (1995). Educational support for children in education as an innovative problem. The new value of education: ten concepts and essays. M: Innovator. Golovanova, N. F. (2004). Socialization and brining-up of the child. St. Petersburg: Rech, p272. Gromova, C. R. & Alimbekov, A. (2015). Egocentrism and Development of Students Identity (On the Example of Studying of Future Teachers). International Journal of Environmental and Science Education, 10 (4), 571-578. Ermolaev, O. Yu. (2003). Mathematical statistics for psychologists. M, MPSI: Flint, p336. Kalimullin, A. M. & Masalimova, A. R. (2016). Editorial: Actual Issues of National Education: Theory and Practice. Mathematics Education, 11(1), 1-2. Karakovski, V. A. (1993). To become a man. Human values – the basis of a holistic educational process. M: Tvorcheskaya Pedagogika, p80. Kolominsky, Y. L. (1987). A man among people. Minsk, p237. Krivtsov, S. V. (1997). A teenager at the crossroads of epochs. M: Genesis. Masalimova, A. R., Porchesku, G. V. & Liakhnovitch, T. L. (2016), Linguistic Foundation of Foreign Language Listening Comprehension. International Electronic Journal of Mathematics Education, 11(1), 123-131. Miloslavova, I. A. (1974). The concept and structure of social adaptation. L. p19. Mikhailova, N. N., Yusfin S. M. (2001). Pedagogy of support. M: Miros, 208. Mudric, A.V. (2001). Communication in the process of education. M: Ped. Society of Russia, p320. Muravyeva, E. V., Sibgatova, K. I., Biktemirova, E. I., Yusupov, R. A., Mironova, M. A., Lenzon, V. M., Fassakhova, G. R. (2014). College students' ecological education as a strategy of ecological crisis overcoming. Life Science Journal, 11(8), 486-491. Romm, M. V. (2003). The social adaptation of the person as an object of philosophical analysis. (Doctoral dissertation). Tomsk, TSU, p287. Rubinshtein, S. L. (1997). Selected philosophical and psychological works: Foundations of ontology, logics and psychology. Russian Academy of Sciences, Institute of Psychology. M: Science, p463. Safronov, V. M. (2002). Forecasting and modeling in social work. M: Academy. Selevko, G. K., Selevko A.G. (2002). Socio-educational technologies. M: Nar. obrazovanie, p256. Sibgatova, K. I., Gilmanshina, S. I., Khalikova, F. D., Gilmanshin, I. R., Akchurina, I. R., Shchaveleva, N.G. (2015). Peculiarities of pupils and vocational college students’ career guidance modeling in the integrated system "school – college –enterprise". Asian Social Science, 11(1), 386-391. Sibgatova, K. I., Ilchinskaya, E. P., Bastrikova, E. M., Kuramshina, L. L., Makarov, A. L., Chernova, N. Y., Khairullina, E. R., Murugova, V. V. (2016). The Traditional and Innovative Technologies of Vocational Guidance Work with Pupils and Students. International Review of Management and Marketing, 6(2S), 97-103 Simonova G. I. (2005). Pedagogical support of social adaptation of students. Kirov: VyatGGU, p317. Simonova G. I. (2004). Social adaptation of pupils: Theory and Practice. Kirov: VyatGGU, p128. Nigmatullin I. A., Simonova G. I., Agathangelou E. (2016). The Content of Pedagogical Support of Students' Social Adaptation. Mathematics Education, 11, 243-254. Strokova, T. A. (2002). Educational support and assistance in modern educational practice. Pedagogy, 4, 21-25. Subbotina, L. G. (2002). Psycho-pedagogical support of pupils in the conditions of a student-centered learning. (Candidate dissertation). Kemerovo Kemer. state. university, p213. Shpak, L. L. (1992). Socio-cultural adaptation: the essence, directions, implementation mechanisms. Kemerovo. Yakimanskaya, I. S., Yakunina O. (1998). A learner-centered lesson: planning and technology to conduct. Direktor shkoly, 3, 65-73. Yasvin, V. A. (2001). Educational environment: from modeling to project development. M: Smysl, p356. Zaitseva, N. A. (2013). The role of education system in adaptation of graduates from Russian institutes and colleges at European enterprises (by example of service companies). Middle East Journal of Scientific Research, 13(5), 693-697. Zakirova, V. G., Gaysina, G. I. & Zhumabaeva, A. (2015). Program of Adaptation Assistance in Foster Families and Particular Features of Its Implementation. International Journal of Environmental and Science Education, 10 (4), 553-559. |
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The Family Club Activities for Organizing a Social Partnership of the Pre-School Educational Institution and the FamilyZagir A. Latipov, Svetlana S. Bykova & Maria P. Zhigalova
pp. 655-662 | DOI: 10.12973/ijese.2016.338a | Article Number: ijese.2016.034
Abstract The urgency of the theme is caused by the need for interaction between the family and the preschool educational organization towards a fully and harmoniously developed personality. Of all the forms of cooperation of educational organizations and families, the most relevant is a social partnership, where the subjects have common interests, equal rights and are equally responsible for the quality of educational results. This article is aimed at solving problems while organizing the social partnership of the pre-school educational institution and families by means of a family club. The leading approach to the study of this problem is systemic activity allowing to represent the cooperation of all the participants of educational process: parents, teachers, psychologists and children. The article describes the developed and implemented activities program of the family club for organizing the social partnership of the pre-school educational institution and the family, where the coordinating role belongs to teachers of the pre-school institutions. The article can be useful for educators working within pre-school education. Keywords: social partnership, cooperation, the pre-school educational institution, the family, the family club, system-activity approach. References Abulkhanova-Slavskaya, K. A. (1991) Life strategy. Moscow, p300. Arnautova, E. P. (2008) The practice of collaboration of the family and modern kindergarten. Moscow, VLADOS, p224. Baiborodova, L. V. (2003) Interaction of school and family. Yaroslavl, Academy of development, p224. Biktagirova, G.F. & Valeeva, R.A. (2015). Formation of University Students’ Readiness for Parenthood. Review of European Studies, 7(4): 93-97. Danilova, G. I. (2013) The role of a family club in moral and patriotic upbringing of pre-school children. Modern kindergarten, 1, 72-74. Kamalova, L. A., Zakirova, V. G. (2015). The formation of the pedagogical values of future primary school teachers at the University. Review of European Studies, 7 (5), 1-9. Muravyeva, E. V., Sibgatova, K. I., Biktemirova, E. I., Yusupov, R. A., Mironova, M. A., Lenzon, V. M., Fassakhova, G. R. (2014). College students' ecological education as a strategy of ecological crisis overcoming. Life Science Journal, 11(8), 486-491. Ostrovskaya, L. F. (1990). Pedagogical situations in family upbringing of pre-school children. Moscow, 159 p. Selezneva, I, (2010). Family club. Pre-school education, 12, 92–98. Sertakova, N. M. (2015). Innovative forms of collaboration of PIE with parents: Parental meetings and conferences, discussions, tutorials, round table meetings. Volgograd, p203. Shaikhelislamov, R. F., Shaekhova, R. K. & Murzalinova, A. Zh. (2016). Modern Pre-School Education from the Standpoint of Self-Worth Childhood. Mathematics Education, 11(1), 173-180. Sibgatova, K. I., Gilmanshina, S. I., Khalikova, F. D., Gilmanshin, I. R., Akchurina, I. R., Shchaveleva, N.G. (2015). Peculiarities of pupils and vocational college students’ career guidance modeling in the integrated system "school – college –enterprise". Asian Social Science, 11(1), 386-391. Sibgatova, K. I., Ilchinskaya, E. P., Bastrikova, E. M., Kuramshina, L. L., Makarov, A. L., Chernova, N. Y., Khairullina, E. R., Murugova, V. V. (2016). The Traditional and Innovative Technologies of Vocational Guidance Work with Pupils and Students. International Review of Management and Marketing, 6(2S), 97-103 Vinogradova, N. A., Miklyaeva, N. V., Miklyaeva, Abramova, R. M., Shpakovskaya, L. I. (2011) Monitoring in modern kindergarten. Moscow, TC Shere, p64. Zaitseva, N. A. (2013). The role of education system in adaptation of graduates from Russian institutes and colleges at European enterprises (by example of service companies). Middle East Journal of Scientific Research, 13(5), 693-697. Zakirova, V. G., Gaysina, G. I. & Zhumabaeva, A. (2015). Program of Adaptation Assistance in Foster Families and Particular Features of Its Implementation. International Journal of Environmental and Science Education, 10 (4), 553-559. Zakirova, V. G., Masalimova, A. R. & Nikoghosyan, M. A. (2016). The Contents, Forms and Methods of Family Upbringing Studying Based on the Differentiated Approach. Mathematics Education, 11(1), 181-190. Zvereva, O. L. (2007). Teacher’s communication with parents in PEI. Moscow, TC Shere, 80 p. Zvereva, O. L. (2011). Development of the contents and forms of pedagogical education for pre-school children’s parents. Moscow, p89. |
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Adolescents' Self-Regulation Development Via the Sensory Room SystemAydar M. Kalimullin, Elena A. Kuvaldina & Julia Koinova-Zoellner
pp. 663-671 | DOI: 10.12973/ijese.2016.339a | Article Number: ijese.2016.035
Abstract The urgency of the issue stated in this article is caused by the need for mastering skills and patterns of self-regulation when being an adolescent since this time is sensitive for developing processes of personal understanding and evolution. Thus, mastering skills and patterns of self-regulation as a necessary part of the whole ability of personality formation as well as mastering reflection as the main age-dependent formation is an important stage of adolescents’ individual development. The purpose of the present article is to solve the problem of adolescents' self-regulation development via the sensory room system. The leading method of study of this problem is the method of pedagogical experiment during which the program “Find yourself” was developed and tested. The content of the program is described in the present article. The article presents potential of self-regulation development as a way to control personal psycho-emotional state which can be managed by external effects, in particular by the system of sensory room. It was proved that it's possible to develop behavior self-regulation of adolescents by self-influence of the person using affirmation, visualization and psycho-physiological regulation; upgrading communication skills and subjective control. Materials of the article present utility for psychologists, social and supervising teachers working with adolescents. Keywords: self-regulation development, self-regulation of adolescents, using the sensory room system References Abulkhanova-Slavskaya, К. А. (1980). Activity and psychology of personality. Moscow: Nauka. Bezrukova, V. S. (2000). Basics of spiritual culture (encyclopedical dictionary of a teacher). Ekaterinburg: Delovaya kniga. Bobneva, M. I. (1978). Social standards and regulation of behavior. Moscow: Nauka. Bozhovich, E. D. (1979) Psychological peculiarities of adolescents’ personality formation. Moscow: Znanie. Chebykin, A. Y. (1988). Problem of emotional self-regulation in pedagogue's work: Emotional regulation of learning activity. (pp. 3 – 7). Moscow: FiS. Concise Psychological Dictionary (1985) edited by Petrovsky, A.V., Yaroshevsky, M.G. Moscow: Political Literature Publishing house. Davydov, V. V. (1983). Psychological dictionary. Moscow: Pedagogika. Elkonin, D. B. (1967).. Age-dependent and individual peculiarities of younger teens. Moscow: Prosveschenie. Ivannikov, V. A. (1991).. Psychological mechanisms of a willing regulation. Moscow: MSU. Kamalova, L. A., Zakirova, V. G. (2015).. The formation of the pedagogical values of future primary school teachers at the University. Review of European Studies, 7 (5)., 1-9. Konopkin, O. A. (1995) Mental self-regulation of personal voluntarily activity (structural and functional aspect). Psychological issues , 1, 5-12. Leontyev, A. N. (1981). Problems of mental evolution. Moscow: MSU. Mislavskiy, Y. A. (1991). Self-regulation and activity of adolescent’s personality. Moscow: Pedagogika. Morosanova, V. I., Konoz, E. M. (2000). Stylistic self-regulation of personal behavior. Psychological issues, 2, 119-128. Prokhorov, A. O. (2005). Self-regulation of mental states: phenomenology, mechanisms, regularity pattern. Moscow: PerSe. Ribakova, L. A., Parfilova, G. G., Karimova, L. Sh. & Karimova, R. B. (2015). Evolution of Communicative Competence in Adolescents Growing Up in Orphanages. International Journal of Environmental and Science Education, 10 (4), 589-594. Sharov, A. S. (2000) System of values as psychological mechanism of personal vital activities regulation (Extended abstract from dissertation by Doctor of Psychology). Novosibirsk State Pedagogical University, Novosibirsk, Russian Federation. Tagunova, I. A., Selivanova, N. L. & Valeeva, R. A. (2016). The Category of Upbringing in Russian and Western Studies. Mathematics Education, 11(1), 3-11. Valeeva, R.A. & Khakimova, E.K. (2015). Study of Educational Psychologists’ Emotional Competence Development. Review of European Studies, 7(5): 161-171. Volkov, A. M., Mikadze, Y. V., Solntseva, G. N. (1987). Activity: structure and regulation. Moscow: MSU. Vygotskiy, L. S. (2004). Psychology of human development. Moscow: Smysl; Eksmo. |
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Use of E-resources of the Learning Environment in Teaching Mathematics to Future EngineersAyrat A. Askhamov, Aliya V. Konysheva & Almaz R. Gapsalamov
pp. 673-684 | DOI: 10.12973/ijese.2016.340a | Article Number: ijese.2016.036
Abstract The urgency of the issue discussed in this article is determined by fact that the modern education model aims at forming a competitive and creative personality of a student striving for continuous self-improvement and self-development. It should be emphasized that mathematical training is an integral part of engineering education. In this regard, the article aims to dwell upon the use of electronic resources of the learning environment in teaching mathematics to future engineers. The leading research method is the student-activity approach which allows to describe the issue in terms of dialogueness, subjectivity and individuality. The article describes the following resources of e-learning environment: motivational-adaptive, subjective, integrative, and managerial. The article reveals pedagogical opportunities of e-learning environment in teaching mathematics to future engineers. The use of electronic media in teaching future engineers at universities is proved to be successful. The materials of this article may be of interest for teachers of higher education institutions. Keywords: mathematics training, e-learning environment of university, future engineers References Belyaev, G. Yu. (2013). Formation term educational environment in psychological and pedagogical literature of the late XX - early XXI century (the educational environment as a subject of professional work of the teacher-tutor). Moscow. Gabdrakhmanova R.G., Khuziakhmetov A.N. & Yesnazarova U.A. (2015). The Formation of Values of Education in the Mathematics Teachers of the Future in the Process of Adaptation into University Study. Mathematic Education, 10 (3), 147-155. Kamalova, L. A., Zakirova, V. G. (2015). The formation of the pedagogical values of future primary school teachers at the University. Review of European Studies, 7 (5), 1-9. Khinchin A. Ya. (1963). Pedagogical articles. Educational lessons about the effect of mathematics. 128-160. Mikhailov, I. G. (1998). Mathematical engineer training under a professional orientation of interdisciplinary relations (Doctoral Thesis). Tobolsk. Mokeyeva, E. V., Zakirova, V. G. & Masalimova, A. R. (2015). Tolerant Pedagogic Space as a Condition of Non-Violence Position Education among Elementary School Pupils. Review of European Studies, 7(4), 216-220. Muravyeva, E. V., Sibgatova, K. I., Biktemirova, E. I., Yusupov, R. A., Mironova, M. A., Lenzon, V. M., Fassakhova, G. R. (2014). College students' ecological education as a strategy of ecological crisis overcoming. Life Science Journal, 11(8), 486-491. Myshkis, A. D. (2003). Mathematics in Higher Education. About teaching mathematics to applied scientists, 1: 37-52. Plotnikov, C. B. (2000). Professional orientation of training to mathematical disciplines of students of technical colleges. (Doctoral Thesis). Moscow. Sibgatova, K. I., Gilmanshina, S. I., Khalikova, F. D., Gilmanshin, I. R., Akchurina, I. R., Shchaveleva, N.G. (2015). Peculiarities of pupils and vocational college students’ career guidance modeling in the integrated system "school – college –enterprise". Asian Social Science, 11(1), 386-391. Sibgatova, K. I., Ilchinskaya, E. P., Bastrikova, E. M., Kuramshina, L. L., Makarov, A. L., Chernova, N. Y., Khairullina, E. R., Murugova, V. V. (2016). The Traditional and Innovative Technologies of Vocational Guidance Work with Pupils and Students. International Review of Management and Marketing, 6(2S), 97-103 Valeeva, R.A. & Shakirova, K.B. (2015). Development of the Future Mathematics Teachers’ Constructive Skills. Mathematic Education, 10 (3), 221-229. Voronin, A. S. (2006). Glossary of general and social pedagogy. Ekaterinburg. Yachina, N. P., Zeynalov, G. G. & Dyushebekova, G. Zh. (2016). Mixed Objective-Virtual Reality: Theoretical Analysis of Basic Characteristics of Modern Education. Mathematics Education, 11(1), 271-278. Zaitseva, N. A. (2013). The role of education system in adaptation of graduates from Russian institutes and colleges at European enterprises (by example of service companies). Middle East Journal of Scientific Research, 13(5), 693-697. Zakirova, V. G. & Koletvinova, N. D. (2014). Paradigm of future primary school teachers' vocational training, Life Science Journal, 11(4), 441-447. Zeer, E. F. (2010). Student-developing technology of initial vocational training. Executive. Proc. Institutions. Moscow: "Academy". |
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Personal Meanings of Learning in the Process of Formation of Students’ SubjectivityNatalia N. Kalatskaya, Olga G. Selivanova & Ruth A. Ilesanmi
pp. 685-692 | DOI: 10.12973/ijese.2016.341a | Article Number: ijese.2016.037
Abstract The urgency of the presented study is stipulated by the current situation in the education system: learning has lost its meaning for a significant number of students; knowledge is external in relation to their real life. However, a lot of specialists view education as a source of personal development of a student, finding for himself, disclosure of his subjectivity. The process of development of schoolchildren’s subjectivity is considered as the awareness of their needs for knowledge and transformation of themselves and the surrounding world, as well as the achievement of personal, learning and social goals. One of the objectives of the study is the identification and testing of pedagogical tools to facilitate the process of student acquisition of personal meanings of learning in the process of formation of his/her subjectivity. The leading research method is the experiment, which involves the innovative teaching of learning technologies to students of different ages. The main results of the study are the clarification of the concept of “personal meaning of learning”, the identification of personal meanings of learning before and after an innovative teaching, the evidence of influence of the personal meaning of learning on the increased level of schoolchildren’s subjectivity. The article will be useful for scientists researching problems of modern education, as well as practitioners seeking to improve the effectiveness of the educational process. Keywords: personal meanings of learning, development of a student’s subjectivity, levels of subjectivity, innovative training, educational technologies References Abakumova, I. (1989). Personal meaning as a pedagogical factor and its use in the educational process: the dissertation on competition of a scientific degree of candidate of pedagogical sciences. Rostov-on-don. Adler, A. (1973) Der Sinn des Lebens. Frankfurt am Main: Fischer TaschenbuchVerlag, P. 192. Amonashvili, S. (1996). Reflections on humane pedagogy. Moscow: Izdate lskiidom Shalva Amonashvili. Bakhtin, M. (1979). The Aesthetics of verbal creativity. Moscow: Iskusstvo. Bim-Bad, B. (1994). Anthropological foundations of the theory and practice of education. Pedagogika, 5, 8-9. Bondarevskaya, E. (2000). Theory and practice of student-centered learning. Rostov-on-don: Rostov Pedagogical University. Frankl, V. (1990). Man’s search for meaning. Moscow: Progress. Gazman, O. (1996) Pedagogy of freedom: a path to the humanistic civilization. The new values of education, 6, 10-39. Heidegger, M. (1997). Being and time. Moscow: Ad Marginem. Husserl, E. (1991). Paris reports. Logos, 2, 6-31. Jung, C. G. (1993). Problems of soul of our time. Moscow: Progress “Univers”. Leont’iev, D. (2003). The Psychology of meaning. The nature, structure and dynamics of semantic reality. Moscow: Smysl. Markova, A. (1983). Formation of learning motivation in school age: a Handbook for teachers. Moscow: Prosveshchenie. Novikov, A. (2010). About a pedagogics subject. Pedagogics, 6, 8-14. Rokeach, M. (1973). The Nature of Human Values. New York: The Free Press. Selivanova, O. (2015). Educational technology as a factor of formation of subjectivity of the student. Yaroslavl Pedagogical Bulletin, 6, 15-19. Shchurkova, N. (2002). Pedagogical technology. Moscow: Pedagogical Society of Russia. Shiyanov E., Kotova I. (1999). Development of personality in learning: a manual for students of pedagogical universities. Moscow: Akademiya. Sibgatova, K. I., Gilmanshina, S. I., Khalikova, F. D., Gilmanshin, I. R., Akchurina, I. R., Shchaveleva, N.G. (2015). Peculiarities of pupils and vocational college students’ career guidance modeling in the integrated system "school – college –enterprise". Asian Social Science, 11(1), 386-391. Sibgatova, K. I., Ilchinskaya, E. P., Bastrikova, E. M., Kuramshina, L. L., Makarov, A. L., Chernova, N. Y., Khairullina, E. R., Murugova, V. V. (2016). The Traditional and Innovative Technologies of Vocational Guidance Work with Pupils and Students. International Review of Management and Marketing, 6(2S), 97-103 Slobodchikov, V. (2000). Fundamentals of psychological anthropology. Psychology of human development: Development of subjective reality in ontogenesis: a textbook for universities. Moscow: School Press. Weber, M. (1990). Selected works. Moscow: Progress. Zaitseva, N. A. (2013). The role of education system in adaptation of graduates from Russian institutes and colleges at European enterprises (by example of service companies). Middle East Journal of Scientific Research, 13(5), 693-697. |
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Estimation of the Level of Cognitive Development of a Preschool Child Using the System of Situations with Mathematical ContentsPavel M. Gorev, Svetlana Y. Bichurina, Rufiya M. Yakupova & Irina V. Khairova
pp. 693-702 | DOI: 10.12973/ijese.2016.342a | Article Number: ijese.2016.038
Abstract Cognitive development of personality can be considered as one of the key directions of preschool education presented in the world practice, where preschool programs are educational ones, and preschool education is the first level of the general education. Thereby the purpose of the research is to create a model of reliable estimation of cognitive development of a preschool child by means of the system of situations, including identification of the average level for chronological age. Thus the leading technology is modeling the systems of open-type tasks of mathematical contents and the system analysis of big selections of experimental data based on the two-point scale of four parameters: optimality of the ideas offered by children; efficiency of the reasoning given by them; originality of their answer and level of decision development. As a result of the pilot study conducted in 2015 on selection of 3,800 preschool children, it was succeeded to approve the offered technology of estimation and to generalize results in the form of the integrated assessment of relative character – coefficient of cognitive development level. Mathematical-statistical processing of the results of the research allows to prove uniformity of experimental selection and to specify the level of cognitive development with a reliable accuracy of normal distribution for each age group of the preschool child basing on calculation of samples quartiles that in turn can define the further program of individual development of a child providing his transition to higher level of the general education and consequently, higher quality of education. Keywords: assessment of quality of education, preschool education, cognitive development, open-type tasks, preschool child References Pavel M. Gorev Vyatka State University of Humanities, RUSSIA Svetlana Y. Bichurina Kazan (Volga region) Federal University, RUSSIA Rufiya M. Yakupova Kazan (Volga region) Federal University, RUSSIA Irina V. Khairova Kazan (Volga region) Federal University, RUSSIA |
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Determination of the Fate of Dissolved Organic Nitrogen in the Three Wastewater Treatment Plants, JordanMohammed Wedyan, Ahmed Al Harahsheh & Esam Qnaisb
pp. 767-777 | DOI: 10.12973/ijese.2016.344a | Article Number: ijese.2016.060
Abstract This research aimed to assess the composition of total dissolved nitrogen (TDN) species, particularly dissolved organic nitrogen (DON), over the traditional wastewater treatment operations in three biological nutrient removal (BNR) wastewater treatment plants (WWTPs) in Jordan. It had been found that the DON percentage was up to 30% of TDN within the effluent plant;which restricted the plant’s ability to eliminate nitrogen to minimal amounts. Effluent DON levels from the three plants varied from 11.7 to 34.8 mg N/L and would not fluctuate substantially, even if there seemed to be a substantial difference inside influent organic nitrogen levels. The main transforming of DON and biodegradable dissolved organic nitrogen (BDON( along the treatment train had been noticed in the aerobic method. More than 70% of effluent DON was consisting of hydrophilic materials, which promote algal growth. The research presented significant information for foreseeable future improving of WWTPs or the choice of DON elimination techniques to satisfy additional challenging nitrogen release limits. Keywords: total dissoloved nitrogen, dissolved organic nitrogen (DON), bioavailable/biodegradable dissolved organic nitrogen, wastewater treatment plants, Jordan. References American Public Health Association. Water Environment Federation (APHA). (1998) Standard Methods for the Examination of Waters and Waste waters,. Avnimelech, Y., Mozes, N., Diab, S., & Kochba, M. (1995). Rates of organic carbon and nitrogen degradation in intensive fish ponds. Aquaculture, 134(3), 211-216. Bataineh, F., Najjar, M., &Malkawi, S. (2002) Wastewater Reuse, in water demand management forum. Amman, Jordan Bronk D A, Roberts Q N, Canuel E A, Mesfioui R, Filippino K C, Mulholland M R and Love N G (2010). Effluent organic nitrogen bioavailability and photochemical and salinity-mediated release. Environ. Sci. Technol. 44. 5830–5. Bronk, D. A., See, J. H., Bradley, P., &Killberg, L. (2007). DON as a source of bioavailable nitrogen for phytoplankton. Biogeosciences, 4(3), 283-296. Czerwionka K, Makinia J, Pagilla K R and Stensel H D (2012). Characteristics and fate of organic nitorgen in municipal biological nutrient removal wastewater treatment plants. Water Res. 46, 2057–66. Huo, S., Xi, B., Yu, H., Qin, Y., Zan, F., & Zhang, J. (2013). Characteristics and transformations of dissolved organic nitrogen in municipal biological nitrogen removal wastewater treatment plants. Environmental Research Letters, 8(4), 044005 Lee W and Westerhoff P (2005). Dissolved organic nitrogen measurement using dialysis pretreatment. Environ. Sci. Technol. 39, 879–84. Lee W, Westerhoff P and Croues J P (2007). Dissolved organic nitrogen as a precursor for chloroform, dichloroacetonitrile, N-nitrosodimethylamine, and trichloronitrometha. Environ. Sci. Technol. 41, 5485–90. Liu H Z, Jeong J, Gray H, Smith S and Sedlak D L (2012). Algal uptake of hydrophobic and hydrophilic dissolved organic nitrogen in effluent from biological nutrient removal municipal wastewater treatment systems. Environ. Sci. Technol. 46, 713–21. Metcalf, E. (2003). Inc., Wastewater Engineering, Treatment and Reuse. New York: McGraw-Hill. Pagilla K R, Czerwionka K, Urgun-Demirtas M and Makinia J (2008). Nitrogen species in wastewater treatment plant influents and effluents-the US and Polish case studies. Water Sci. Technol. 57, 1511–7. Pagilla K R, Urgun-Demirtas M and Ramani R (2006). Low effluent nutrient technologies for wastewater treatment. Water Sci. Technol. 53, 165–72. Pehlivanoglu-Mantas E and Sedlak D L (2004). Bioavailability of wastewater-derived organic nitrogen to the alga Selenastrum Capricornutum. Water Res. 38, 3189–96. Pehlivanoglu-Mantas E and Sedlak D L (2006). The fate of wastewater-derived NDMA precursors in the aquatic environment. Water Res. 40, 1287–93. Pehlivanoglu-Mantas E and Sedlak D L (2008). Measurement of dissolved organic nitrogen forms in wastewater effluents: concentrations, size distribution and NDMA formation potential. Water Res. 42, 3890–8. Sattayatewa C, Pagilla K, Pitt P, Selock K and Bruton T (2009). Organic nitrogen transformations in a four-stage Bardenpho nitrogen removal plant and bioavailability/biodegradability of effluent DON. Water Res. 43, 4507–16. Simsek H, Kasi M, Ohm J B, Blonigen M and Khan E (2013). Bioavailable and biodegradable dissolved organic nitrogen in activated sludge and trickling filter wastewater treatment plants. Water Res. 47, 3201–10. Simsek H, Kasi M, Ohm J B, Wadhawan T, Bye C, Blonigen M and Khan E (2012). Fate of dissolved organic nitrogen in two stage trickling filter process. Water Res. 46, 5115–26 Vandenbruwane J, Neve S D, Qualls R G, Salomez J and Hofman G (2007). Optimization of dissolved organic nitrogen (DON) measurements in aqueous samples with high inorganic nitrogen concentrations. Sci. Total Environ. 386, 103–13. Xu B, Li D P, Li W, Xia S J, Lin Y L, Hu C Y, Zhang C J and Gao N Y (2010). Measurements of dissolved organic nitrogen (DON) in water samples with nanofiltration pretreatment Water Res. 44, 5376–84. |
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High School Science Teachers’ Views on Science Process SkillsNejla Gultepe
pp. 779-800 | DOI: 10.12973/ijese.2016.348a | Article Number: ijese.2016.061
Abstract The current research is a descriptive study in which a survey model was used. The research involved chemistry (n=26), physics (n=27), and biology (n=29) teachers working in Science High Schools and Anatolian High Schools in Turkey. An inventory that consisted of seven questions was designed to ascertain teachers’ think about the importance of science process skills in teaching science, to identify the frequency of these skills and the problems teachers encounter during their practice in class, and to specify their identification levels on these skills. The results of the study showed that these skills in general have a positive effect on teaching science and that the in-class activities promote conceptual learning. Most of the teachers participated in the study argued that these skills can only be gained effectively through laboratory activities in which both teachers and students engage; and almost all of them thought that central-examination-based teaching poses a great obstacle. Teachers are more successful in identifying skills of observing, predicting, experimenting, and inferencing than other skills. Keywords: science process skills, science education, science teachers. References Al–Rabaani, A. (2014). The acquisition of science process skills by Omani’s pre-service social studies’ teachers. European Journal of Educational Studies, 6(1), 13-19. Aybek, B. (2007). Eleştirel düşünmenin öğretiminde öğretmenin rolü [Teacher’s role in teaching critical thinking]. Bilim Eğitim ve Düşünce Dergisi, 7(2). http://www.universite-toplum.org/text.php3?id=322 Birman, B. F., Desimone, L., Porter, A. C., & Garet, M. S. (2000). Designing professional development that works. Educational Leadership, 57, 28–33. Budak, A. & Budak İ. (2014). Nitel çalışma tasarımı [Qualitative research design], 42-68 pp. In M. Bütün, S. & B. Demir, (Eds.), Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni (2.baskı) (Translated from 3rd edition) [Qualitative inquiry and research design, John Creswell] Ankara: Siyasal Kitabevi. Büyüköztürk, Ş. Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri [Scientific research method]. Ankara, Turkey: Pegem A Yayınları. Emereole, H. U. (2009). Learners’ and teachers’ conceptual understanding of science processes: The case of Botswana. International Journal of Science and Mathematics Education, 7, 1033-1056. Farsakoğlu, Ö. F., Şahin. Ç., Karslı, F., Akpınar, M., & Ültay, N. (2008). A study on awareness levels on prospective science teachers on science process skills in science education. World Applied Sciences Journal, 4(2), 174-182. Harlen, W. (1999). Purposes and procedures for assessing science process skills. Assessment in Education 6(1), 129–144. Işık, A., & Nakiboğlu, C. (2011). Sınıf öğretmenlerinin fen ve teknoloji dersi öğretmenlerinin bilimsel süreç becerileri ile ilgili durumlarının belirlenmesi [Determining primary school and science and technology course teachers’ knowledge of science process skills]. Abant İzzet Baysal University Journal of Faculty of Education, 11(2).145-160. İnan, H.Z & İnan T (2015). 3Hs Education: Examining Hands-On, Heads-on & Hearts-on Early Childhood Science Education. International Journal of Science Education, 37(12), 1974-1991. İnan, H.Z., İnan, T., & Aydemir, T (2014). Okul öncesi dönem çocuklarına bilimsel süreç becerilerinin kazandırılması [Science process skills education in early childhood]. M. Metin (Ed), Okul öncesi dönemde fen ve teknoloji eğitimi [Science and technology education in early childhood] (Bölüm 4, 75-95). Pegem A, Ankara. İnan, H.Z (2011) Teaching science process skills in kindergarten. Social and Educational Studies (Energy Education Science & Technology Part B), 3(1), 47-64. İnan, H.Z. (2010). Okul Öncesi Öğretmen Adaylarının Bilimsel Süreç Becerilerine İlişkin Alan Bilgilerinin ve Pedagojik Alan Bilgilerinin İrdelenmesi [Examining Pre-School Education Teacher Candidates’ Content Knowledge and Pedagogical Content Knowledge Related Science Process Skills]. Educational Sciences: Theory and Practice, 10(4), 2275-2323. Jeanpierre, B., Oberhauser, K., & Freeman, C. (2005). Characteristics of professional development that effect change in secondary science teachers’ classroom practices. Journal of Research in Science Teaching, 4(6), 668-690. Karslı, F., Şahin, Ç., & Ayas, A. (2009). Determining science teachers’ ideas about the science process skills: A case study. Procedia Social and Behavioral Sciences, 1, 890-895. Luft, J. A. (2001). Changing inquiry practices and beliefs: The impact of an inquiry-based professional development programme on beginning teachers and experienced secondary science teachers. International Journal of Science Education, 23(5), 517-534. Mbewe, S., Chabalengula, V. M., & Mumba, F. (2010). Preservice teachers’ familiarity, interest and conceptual understanding of science process skills. Problems of Education in the 21st Century, 22(22), 76-86. Ministry of National Education [MONE]. (2013a). Ortaöğretim fizik dersi öğretim programı, Talim ve Terbiye Kurulu Başkanlığı [Secondary education physics curriculum, Head Council of Education and Morality]. Ankara, Turkey: Author. Ministery of National Education [MONE]. (2013b). Ortaöğretim kimya dersi öğretim programı, Talim ve Terbiye Kurulu Başkanlığı [Secondary education chemistry curriculum, Head Council of Education and Morality]. Ankara, Turkey: Author. Ministry of National Education [MONE]. (2013c). Ortaöğretim biyoloji dersi öğretim programı, Talim ve Terbiye Kurulu Başkanlığı [Secondary education biology curriculum, Head Council of Education and Morality]. Ankara, Turkey: Author. Padilla, M. J. (1990). The science process skills. Research matters – To the science teacher (No. 9004). National Association for Research in Science Teaching. Retrieved from http://www.narst.org/publications/research/skill.cfm Rillero, P. (1998). Process skills and content knowledge. Science Activities, 35(3), 3-5. Shaw, T. J. (1983). The effect of process-oriented science curriculum upon problem solving ability. Science Education, 67(5), 615-623. Sinan, O., & Uşak, M. (2011). Biyoloji öğretmen adaylarının bilimsel süreç becerilerinin değerlendirilmesi [Evaluating of prospective biology teachers’ scientific process skills]. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(15), 333-348. Soylu, H. (2004). Fen öğretiminde yeni yaklaşımlar. [New approaches to science teaching]. Ankara, Turkey: Nobel Yayınları. Türkmen, H., & Kandemir, M. (2011). Öğretmenlerin bilimsel süreç becerileri öğrenme algıları üzerine bir durum çalışması [A case study on perceptions of learning science process skills of teachers]. Journal of European Education, 1(1), 15-24. Yıldırım, M., Atilla, M. E., Özmen, H., & Sözbilir, M. (2013). Fen bilimleri öğretmen adaylarının bilimsel süreç becerilerinin geliştirilmesi hakkındaki görüşleri [The preservice science teachers’ views about the developing science process skills]. Mersin University Journal of the Faculty of Education, 9(3), 27-40. |
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School Principals’ Reflective Leadership Skills through the Eyes of Science and Mathematics TeachersAlpay Ersozlu
pp. 801-808 | DOI: 10.12973/ijese.2016.349a | Article Number: ijese.2016.062
Abstract Reflective leadership plays a key role in successfully maintaining the operation in organizations and in achieving their far and near objectives. In order to enable this success in school organizations, each employee in the school should make an effort for development and effective operation of the school organization. A reflective school leader is effective in enabling and sustaining this success by utilizing their reflective leadership traits. The aim of this research is to determine the reflective leadership levels of school principals by science and math teachers’ viewpoints. Sample of the research is composed of a total of 147 volunteer teachers 68 of whom serve as science teachers and 79 as math teachers in high schools in Çorum city center. Data have been collected through “reflective leadership” scale adapted to Turkish language by Ersozlu and Castelli (2016). According to the research findings, it is understood that science and math teachers consider school principals’ reflective leadership traits to be at middle level. With regard to gender, age, branch and years of experience; no difference is found in teachers’ perceptions on reflective leadership of school principals.
Keywords: reflection, reflective leadership, science and math teachers. References Amey, M. (2004). Learning leadership in today's community college. Community College Journal, 74(4), 7-9. Biggs, J. B. (2001). The reflective institution: Assuring and enhancing the quality of teaching and learning. Higher Education, 41(3), 221-38. Boucher, C. (2007). Using reflective practice as a management development tool in a victorian health service. Reflective Practice, 8(2), 227-240. Castelli, P.A., Marx, T., & Egleston, D. (2014). Cultural adaptation mediates the relationship between reflective leadership and organizational performance for multinational organizations. Journal of Scholastic Inquiry: Business, 2, 57-70. Chapman, V. L., and Anderson, B. S. “Reflective Practice.” In L. M. English (ed.), Inter- national Encyclopedia of Adult Education. New York: Palgrave Macmillan, 2005. Cooper, C. and Boyd, J. (1998). Creating sustained professional growth through collaborative reflection. In C. M. Brody and N. Davidson (Eds.), Professional Development for Cooperative Learning Issues and Approaches (pp. 49-62). Albany, NY: State University of New York Press. Campoy, R. W. (2000). Teacher development: Fostering reflection in a post-structural era. Contemporary Education, 71(2), 33-41. Densten, I.L., & Gray, J.H. (2001). Leadership development and reflection: What is the connection? The International Journal of Educational Management, 15(3), 119-125. Daudelin, M.W. (1996). Learning from experience through reflection. Organizational Dynamics, 24(3), 36-48. Drake, F. D., and McBride, L. W. (2000). The summative teaching portfolio and the reflective practitioner of history. The History Teacher, 34(1), 41-60. Egleston, D. O., Castelli, P. A. and Marx, T. G. (2015). Development and Validation of an Instrument to Measure Reflective Leadership. Unpublished manuscript. Ersozlu, A., and Castelli, P. (2016). The Turkish Adaptation of Reflective Leadership Scale: A Validity and Reliability Study. Unpublished manuscript, Department of Educational Sciences, Gazi University, Turkey. Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books. Hill, R. (2005). Reflection as a professional development strategy during organizational change. Reflective Practice, 6(2), 213-220. Husu, J., Toom, A.and Patrikainen, S. (2008). Guided reflection as a means to demonstrate and develop student teachers' reflective competencies. Reflective Practice, 9(1), 37-51. Imel, S. (1992). Reflective practice in adult education. ERIC Digest No. 122 (Columbus, Ohio, ERIC Clearinghouse on Adult Career and Vocational Education. Kahne, J. and Westheimer, J. (2000). A pedagogy of collective action and reflection: Preparing teachers for collective school leadership. Journal of Teacher Education, 51(5), 372-83. Loughran, J.J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33-43. Lunenburg, F. C. & Ornstein, A. C. (1996). Educational administration concepts and practices. Belmont, CA: Wadsworth Publishing Company. Ollila, S. (2000). Creativity and innovativeness through reflective project leadership. Creativity and Innovation Management, 9(3), 195-200. Osterman, K.F. (1990). Reflective practice: A new agenda for education. Education and Urban Society, 22, 133-152. Pellicer, L.O. (2008). Caring enough to lead: How reflective practice leads to moral leadership (3rd ed.). Thousand Oaks, California: Corwin Press. Rolheiser, C. and Stevahn, L. (1998). The role of staff developers in promoting effective teacher decision-making. In C. M. Brody, & N. Davidson (Eds.), Professional Development for Cooperative Learning Issues and Approaches (pp. 63-78).Albany, NY: State University of New York. Rogers, R.R. (2001). Reflection in higher education: A concept analysis. Innovative Higher Education, 26(1), 37-57. Sullivan, L. G. & Wiessner, C. A. (2010). Learning to Be Reflective Leaders: A Case Study from the NCCHC Hispanic Leadership Fellows Program. New Directions for Community Colleges, No: 149, Spring 2010, 41-50. DOI: 10.1002/cc.394 Tucker, B. A., & Russell, R. F. (2004). The influence of the transformational leader. Journal of Leadership &Organizational Studies, 10(4), 103-111. Waldman, D. (1994). Transformational leader- ship in multifunctional teams. In: Bass, B. and Avolio, B. (ed.) Improving Organizational Effectiveness Through Transformational Leadership. SAGE publications Inc, Thousand Oaks, USA, pp. 84±103. |
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Analysis of the Problems Encountered in Education of Teachers and Solution Recommendations in Accordance with the Opinions of Faculty of Education StudentsGülsün Şahan
pp. 809-818 | DOI: 10.12973/ijese.2016.409a | Article Number: ijese.2016.063
Abstract The purpose of this study is to put forth the problems encountered in education of teachers and solution recommendations in accordance with the opinions of faculty of education students. Within this framework, the opinions of 182 first grade students from the departments of classroom, social sciences, science and mathematics teaching at Bartın University, Faculty of Education were obtained in writing through questionnaires which list open ended questions. The opinions then were sorted by their frequencies and the findings obtained were interpreted. According to the students, one year internship period for the new teachers is insufficient, the profession of teaching is held in low regard by the society, faculties of education is crowded, and applied courses are offered insufficiently and these are among the problems encountered in teacher education. On the other hand, offering hands-on (applied) education at the faculties of education, requiring oral interviews in addition to written KPSS examination (Public Personnel Selection Examination) in teacher assignments, accepting students to the faculties of education by applying aptitude, knowledge and skills tests, ensuring those who love the profession of teaching works at this field and offering courses which aim increasing school experience of the teacher candidates for longer periods are listed among the measures that need to be taken by the students Keywords: teacher education, education of teachers, faculty of education, formation References Atanur Başkan G, Aydın, A, Madden, T., (2006). Türkiye’deki Öğretmen Yetiştirme Sistemine Karşılaştırmalı Bir Bakış. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi- Sayı:1 Azar, A( 2011) Türkiye'deki Öğretmen Eğitimi Üzerine Bir Söylem: Nitelik mi, Nicelik mi? B.E. Üniversitesi Yükseköğretim ve Bilim dergisi 1(1) Baysan, S, Ercan, B, Öztürk, A. (2011). Türkiye’de öğretmen yetiştirmede istihdam sorunu: Sosyal bilgiler öğretmenliği örneği. Muğla Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 26(Bahar), 151 Bilir, A.(2011). Türkiye’de öğretmen yetiştirmenin tarihsel evrimi ve istihdam politikaları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi 44(2), 242. Çelikten, M, Şanal, M, Yeni, Y (2005). Öğretmenlik Mesleği ve Özellikleri. Sosyal Bilimler Enstitüsü Dergisi 19, 211. Çimer, A (2010). Öğretmen Eğitiminde Gelişmeler ve Uygulamalar. Edit. N. Saylan. Eğitim Bilimine Giriş. Anı Yayıncılık, pp. 364 Ekinci, A, Öter, M (2010) Finlandiya’da eğitim ve öğretmen yetiştirme sistemi (Çalışma Ziyareti Raporu) (Retrieved on 02.04.2014), pp.26 Gurbetoğlu, A (2010). Türkiye’de öğretmen eğitiminde reform ihtiyacı. IX.Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu, Elazığ, 20-22 Mayıs, pp. 618-622 Gürüz, K (2008)Yirmi Birinci Yüzyılın Başında Türk Milli Eğitim Sistemi. İş Bankası KültürYayınları, pp.14 Haberahval(2015) (Retrieved on 05.04.2014), Özcan, M. (2012). Okulda üniversite modelinde kavramsal çerçeve. Eylemdeki vizyon. Öğretmen Eğitimi ve Eğitimcileri Dergisi. JTEE/ÖEED. 1(1), 113-117. Özcan, M., (2013). Okulda üniversite. Türkiye’de öğretmen eğitimini yeniden yapılandırmak için bir model önerisi. TÜSİAD, pp, 10 Özoğlu, M (2010)Türkiye’de öğretmen yetiştirme sisteminin sorunları. Siyaset, Ekonomi ve Toplum Araştırmaları Vakfı. Şubat, pp. 9-15 Reinikainen, P.(2012). Fin eğitim sistemi: Başarı, geçmiş, tarih, kültür ve değerlendirme; Geleceğin sorunlarıyla nasıl başa çıkabiliriz? IV. Uluslar arası Katılımlı Eğitim Denetimi Kongresi 31 Mayıs- 2 Haziran-Muğla Üniversitesi, pp.20 Safran, M,Kan, Adnan. Üstündağ, M, T, Birbudak, T, S, Yıldırım, O. (2013-4) KPSS Sonuçlarının öğretmen adaylarının mezun oldukları alanlara göre incelenmesi. Eğitim ve Bilim 39(171), 13-25. Sözen, S, Çabuk, A (2013) - Türkiye, Avusturya ve Almanya Öğretmen Yetiştirme Sistemlerinin İncelenmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi Özel Sayı, 213- 230 Taşdan,M. (2011) Öğretmen Yetiştirme Alanındaki Uygulamalar ve Gelişmeler. Edit. H.B.Memduhoğlu, K.Yılmaz. Eğitim Bilimine Giriş. Pegem Yayıncılık . Ankara, pp. 282-286 Turan, S, Yücel, C.(2012) Öğretmen yetiştirmeyle ilgili bir model önerisinin kavramsal çerçevesi. Eğitime Bakış, Eğitim Bir Sen. Nisan / Mayıs / Haziran Türer, A. (2006) Türkiye’de öğretmen yetiştirme ve sorunlar. ABC Dergisi. Mart-Nisan Ünal, F.(2014) Öğretmen Yetiştirme. Edit. F. Güneş. Eğitim bilimine giriş. Pegem Akademi Yayınları. Ankara, pp. 297 Yıldırım, A. ve Şimşek, H. (2008). Nitel Araştırma Yöntemleri. (7. Baskı). Ankara, Seçkin Yayıncılık Yüksel, S. (2013) Öğretmen yetiştirmede hesap verebilirlik bağlamında KPSS sonuçlarının değerlendirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 1 (Özel Sayı), 413 |
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An Academic Survey Concerning High School and University Students’ Attitudes and Approaches to Problem Solving in ChemistryMuharrem Duran
pp. 819-837 | DOI: 10.12973/ijese.2016.407a | Article Number: ijese.2016.064
Abstract The aim of this study is to reveal differences between attitudes and approaches of students from different types of high school and the first grade of university towards problem solving in chemistry. For this purpose, the scale originally developed by Mason and Singh (2010) to measure students’ attitude and approaches towards problem solving in physics (AAPS), was adapted for chemistry. The Attitudes and Approaches to Chemistry Problem Solving (AACPS) scale included Likert-type items and was conducted with 552 students from science (2), regular (2), and vocational (2) high schools, plus one university. No statistically significant difference were found among high schools, but there was between high school and university students, and between female and male students in terms of their attitudes and approaches towards problem solving in chemistry. University students demonstrated more expert-like attitudes towards problem solving, and science and regular high school students were similarly expert-like, while the vocational high school students were rather novice-like. The results obtained through the AAPS physics attitude scale conducted in the same sample group were compared with results of the chemistry scale. Variances between these attitudes and approaches towards problem solving in both chemistry and physics were analyzed and some suggestions made. Keywords: chemistry teaching, problem solving, attitude scale, expert-novice problem solvers References Ayyildiz, Y. (2012). Effect of Case Studies on Primary School Teaching Students’ attitudes Toward Chemistry Lesson. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 43(43), 62-70. Balta, N., Mason, A., & Singh, C. (2016). Surveying Turkish high school and university students’ attitudes and approaches to physics problem solving. Physical Review Special Topics - Physics Education, 12(010129). Barr, B. B. (1994). Research on problem solving: elementary school. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 237-247). New York: McMillan. Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. Menlo Park, CA, Addison-Wesley Publishing. Camacho, M., & Good R. (1989). Problem-solving and chemical equilibrium: successful versus unsuccessful performance. Journal of Research in Science Teaching, 26, 251-272. Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-152. Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. Knowing, learning, and instruction: Essays in honor of Robert Glaser, 18, 32-42. Cummings, K., Lockwood, S., & Marx, J. D. (2004). Attitudes toward problem solving as predictors of student success. In proceedings from 2003 Physics Education Research Conference: 2003 Physics Education Conference, (Vol. 720, No. 1, pp. 133-136). AIP Publishing. DeVellis, R. F. (2003). Scale development: Theory and applications (2nd ed.). Newbury Park: Sage Publications. Dreyfus S. E., & Dreyfus H. L. (1980). A five stage model of the mental activities involved in directed skill acquisition. California University Berkeley Operations Research Center [Online]. Available from http://www.dtic.mil/cgibin/GetTRDoc?AD= ADA084551&Location=U2&doc=GetTRDoc.pdf Duran, M., & Balta, N. (2014). The Influence of Figured and Non-Figured Questions on Secondary Students’ success at Science Exams. Pakistan Journal of Statistics, 30(6), 1279-1288. Elio, R., & Scharf, P. B. (1990). Modeling Novice-to-Expert Shifts in Problem-Solving Strategy and Knowledge Organisation. Cognitive Science, 14(4), 579-639 Gabel, D. L., Samuel, K. V., & Hunn, D. (1987). Understanding the particulate nature of matter. Journal of Chemical Education, 64(8), 695-697. Gray, K. E., Adams, W. K., Wieman, C. E., & Perkins, K. K. (2008). Students know what physicists believe, but they don’t agree: A study using the CLASS survey. Physical Review Special Topics - Physics Education Research, 4(2), 020106. Hand B., & Treagust D. F., (1991), Student achievement and science curriculum development using a constructivist framework. School Science and Mathematics, 91(4), 172-176. Heyworth, R. M. (1999). Procedural and conceptual knowledge of expert and novice students for the solving of a basic problem in chemistry. International Journal of Science Education, 21,195-211 Hofstein, A., Ben-Zvi, R., & Samuel, D. (1976). The measurement of the interest in and attitudes to, laboratory work amongst Israeli high school chemistry students. Science Education, 60(3), 401-411. Kumar. D. D. (1993). Assessment of expert-novice chemistry problem-solving using hypercard: Early findings. Journal of Science Education Technology, 2, 481-485. Larkin, J. H., & Rainard, B. (1984). A research methodology for studying how people think. Journal of Research in Science Teaching, 21, 235-254. Lavoie, D. R. (1993). The development, theory, and application of a cognitive‐network model of prediction problem solving in biology. Journal of Research in Science Teaching, 30(7), 767-785. Marx, J., & Cummings, K. (2007). What factors really influence shifts in students’ attitudes and expectations in an introductory physics course? In proceedings of 2006 Physics Education Research Conference (Vol. 883, No. 1, pp. 101-104). AIP Publishing. Mason, A., & Singh, C. (2010). Surveying graduate students’ attitudes and approaches to problem solving. Physical Review Special Topics - Physics Education Research, 6(2), 020124, 13-34. Ramsden, J. M. (1998). Mission impossible? Can anything be done about attitudes to science? International Journal of Science Education, 20, 125-137. Redish, E. F., Saul, J. M., & Steinberg, R. N. (1998). Student expectations in introductory physics. American Journal of Physics, 66(3), 212-224. Schoenfeld, A. (1985). Mathematical Problem Solving. New York: Academic Press. Schoenfeld, A. (1989). Teaching mathematical thinking and problem solving. In L. B. Resnick & B. L. Klopfer (Eds.), Toward the Thinking Curriculum: Current Cognitive Research (pp. 83-103). Washington, DC: ASCD. Schoenfeld, A. (1992). Learning To Think Mathematically: Problem Solving, Metacognition, And Sense-Making In Mathematics. In D. Grouws (Ed.), Handbook for Research on Mathematics Teaching and Learning ( Chap. 15, pp. 334-370). New York: McMillan. Scudder P. H. (1997). Database vs. expert system teaching paradigms: using organic reaction mechanisms to teach chemical intuition. Journal of Chemical Education, 74(7), 777. Simpson, R. D., & Wasik, J. L. (1978). Correlation of selected affective behaviors with cognitive performance in a biology course for elementary teachers. Journal of Research in Science Teaching, 15(1), 65-71. Smith, M. U., & Good, R. (1984). Problem-solving and classical genetics: successful versus unsuccessful performance. Journal of Research in Science Teaching, 21, 895-912. Soyibo, K. (1985). A comparison of selected Lagos students’ attitudes to and performance on a biology test.. In F. Obanya & O. Odubunmi (Eds.), Education in Lagos State. An Overview: Selected Papers from a Conference on Education Development in Lagos State (pp. 335-351). Lagos. Taber, K. S., (2001), Building structural concepts of chemistry: some considerations from educational research. Chemistry Education Research and Practice, 2, 123-158. Tamir, P., Arzi, A., & Zloto, D. (1974). Attitudes of Israeli high school students towards physics. Science Education, 58(1), 75-86. TTP. (2007). Ortaöğretim 9. Sınıf Kimya Dersi Öğretim Programı. Talim ve Terbiye Kurulu Başkanlığı. Ankara, T.C. Milli Eğitim Bakanlığı. Wilson, V. L. (1983). A Metal-Analysis of the Relationship Between Science and Achievement and Science Attitude: Kindergarten Through College. Journal of Research in Science Teaching, 20(9), 839-885. |
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Challenges Faced by Prospective Teachers in Universities and Solution ProposalsErkan Kıral
pp. 839-850 | DOI: 10.12973/ijese.2016.408a | Article Number: ijese.2016.065
Abstract The number of universities in Turkey has reached to 193, among which 72 of them have their own faculties of education. The problem of quantity in teacher training seems to be eliminated; however, training qualified teachers has become a prioritized issue. Many responsibilities fall to universities in training qualified teachers including determining and solving the educational challenges of prospective teachers. Hence, this study elicits the challenges the prospective teachers face at the universities and their solution proposals. In this context, an open-ended question was raised to 140 prospective teachers that is selected with convenience sampling method. Sources of challenges and their respective solution proposals for prospective teachers are thematized under administration, instructor, physical, democracy and so on. The most common challenge they encounter is related with physical facilities and the least is related with democracy. Eliminating these challenges based on the solutions provided will contribute to training qualified teachers. Keywords: prospective, teachers, challenges, solution proposals. References Akın, H. B. & Eren, O. (2013). OECD ülkelerinin eğitim göstergelerinin kümeleme analizi ve çok boyutlu ölçekleme analizi ile karşılaştırılması. dergi.marmara.edu.tr/index.php/oneri/article/download/178/pdf_31. Accession date: 01.06.2013. Altbach, P. (2015a). Academic corruption: The continuing challenge. International Higher Education, (38), 5-6. Altbach, P. (2015b). Higher education and the WTO: Globalization run amok. International Higher Education, 23, 2-4. European Union. (2013). http://ec.europa.eu/education/erasmusmundus/doc/studies/us.pdf and http://eacea.ec.europa.eu/tempus/participating_countries/reviews/russia_review_of_higher_education.pdf. Accession date: 29.05.2013 Bogdan, R. C. and Biklen, S. K. (1992). Qualitative Research for Education to Theory and Methods. Boston: Allyn and Bacon A Division of Simon&Schuster Inc. Bolat, B. A. (2011). Eğitim göstergeleri açısından Türkiye ve Avrupa Birliği’ne üye ülkelerin karşılaştırılması. İstanbul University Business Economy Institute Administration Journal 69, 71-77 Gedikoğlu, T. (2005). Avrupa Birliği sürecinde Türk Eğitim Sistemi: Sorunlar ve çözüm önerileri. Mersin University Journal of Educational Sciences Faculty 1(1), 66-80. Ince, M. O’Leary, J ve Quacquarelli, N. (2013) . Exclusively Featuring the QS World University Ranking. Top Universities Guide 2013. 7th Revised and Updated Edition. London: QS Quacquarelli Symonds Limited. Iran Ministry of Science, Technology and Research. (2013). http://www.msrt.ir/sites/Grad_Dept/Doc. Accession date: 29.05.2013 Ministry of Education, Culture, Sports, Science and Technology - Japan (2013). http://www.mext.go.jp/english/statistics/index.htm. Accession date: 28.05.2013 Ministry of National Education. (2013). National Education Statistics. Ankara: Ministry of National Education Publishing. Oguz, E. (2015). Türk eğitim sisteminin genel yapısı (Eds. Akın,U.) in Türk eğitim sistemi ve okul yönetimi. Ankara: PegemA Akademi Publishing Preece, S. (2015). “They ain’t using slang”: Working class students from linguistic minority communities in higher education. Linguistics and Education 31, 260-275. Turkish Statistical Institute. (2013). Life satisfaction research. http://www.tuik.gov.tr/PreHaberBultenleri.do?id=13445 Accession date: 27.05.2013 Wilkins, A., & Burke, P. J. (2015). Widening participation in higher education: the role of professional and social class identities and commitments. British Journal of Sociology of Education 36(3), 434-452. Yılmaz, E. E. (2011). İş ve düşünce dergisinde eğitim sorunları (Unpublished master thesis). Gazi University, Ankara. Yıldırım, A. and Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Publishing. Yılmaz, K. and Altınkurt (2011). Öğretmen adaylarının Türk eğitim sisteminin sorunlarına ilişkin görüşleri. International Journal of Human Sciences 8 (1), 942-973. Yılmaz, T., and Sarpkaya, R. (2016). Eğitim ekonomisi: Eleştirel bir yaklaşım. Ankara: Anı Publishing. Yılmaz T., and Kaya Ç. (2015). Özelleştirmeye kurban edilen eğitim. Verbal presentation, VI. Educational Administration Forum, 5-7 November, KKTC. Higher Education Council. (2013). 2547- Higher education law. http://personeldb.erciyes.edu.tr/form_mevzuat/2547_yok_kanunu.pdf. Accession date:02.06.2013 Higher Education Council. (2016). Number of universities. http://www.yok.gov.tr/web/guest/universitelerimiz. Accession date:28.05.2013. |
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Examining High School Students’ Attitudes towards Context Based Learning Approach With Respect to Some VariablesMedine Baran, A.Kadir Maskan, Mukadder Baran, Azmi Türkan & M. İkbal Yetişir
pp. 851-865 | DOI: 10.12973/ijese.2016.501 | Article Number: ijese.2016.066
Abstract The present study aimed at determining and examining high school first, second, third and fourth class grade students’ attitudes towards context based learning approach with respect to the variables of gender, class grade and school. The study was carried out with a total of 5325 high school students in Turkey (n1(first class grade)=1509, n2(second class grade)1265, n3(third class grade)=1140, n4(fourth class grade)=544; none: 867 Female: 2450, Male: 2866; none:9). In the study, Student Context based Approach Attitude Scale made up of 18 items, whose reliability and validity were calculated, was used as data collection tool. The data collected were analyzed using descriptive analysis, independent samples t-test and ANOVA found in the package software of SPSS 16. The results revealed that the students’ general attitude mean score was 3.01 out of 5. . The results obtained in the study are thought to be important as they not only help determine high school students’ attitudes towards context based learning approach and identify the influence of certain variables on their attitudes but also cover but also cover all the class grades of high school. Moreover, it should be determined to how context based learning approach is applied in educational institutions by the governments. Keywords: context based learning, high school students, attitude, gender, grade, school type. References Abu Hola, I. (2005). Uncovering gender differences in science achievement and attitudes towards science for jordanian primary pupils. Damascus University Journal, 21(1), 19-53. Açıkgöz, K. Ü. (1992). İşbirlikli Öğrenme Kuram-Araştırma-Uygulama. Malatya: Uğurel Matbaası. Akgün, A., Aydın, A., & Öner Sünkür, M. (2007). İlköğretim bölümü öğrencilerinin fen derslerine yönelik tutumlarının çeşitli değişkenler açıcından incelenmesi. A.Ü. Bayburt Eğitim Fakültesi Dergisi, 2(2), 1‐14. Allan, M., & Bahtaji, A. (2015). Improving transfer of learning through designed context-based instructional materials. European Journal of Science and Mathematics Education, 3(3), 265‐274. Amelink, C. (2009). Literature overview: Gender differences in science achievement. https://www.engr.psu.edu/AWE/misc/ARPs/ARP_GenderDifferencesScience_Overview.pdf 11.07.2015 Bang, E.,& Baker,D.B. (2013). Gender differences in Korean high school students’ science achievements and attitudes towards science in three different school settings. Mevlana International Journal of Education (MIJE), 3(2), 27-42. Baran, M. (2011). Teknoloji ve Proje Tabanlı Öğrenme Yaklaşımı Destekli Düşünme Yolculuğu Tekniğinin Lise 11. Sınıf Öğrencilerinin Fizik Başarısı ve Akademik Benlik Tasarımına Etkisi. Doctoral Dissertation, Dicle University, Diyarbakır, Turkey. Baran, M., Baran, M. & Bozkurt A. (2015). Fen öğretmen adaylarının proje tabanlı öğrenme yaklaşımına yönelik görüşlerinin değerlendirilmesi. Retrieved July 7, 2015, from http://ejercongress.org/pdf/BildiriKitab%C4%B12015.pdf. Becker, B. J. (1989). Gender and science achievement: A reanalysis of studies from two meta-analyses. Journal of Research in Science Teaching, 26(2),141-169. DOI: 10.1002/tea.3660260206 Berberoğlu, G., & Kalender, İ. (2005). Öğrenci başarısının yıllara, okul türlerine, bölgelere göre incelenmesi: Öss ve pisa analizi. Eğitim Bilimleri ve Uygulama, 4(7), 21-35. Bennett, J., Lubben, F., Hogarth, S. (2007) Bringing science to life: a synthesis of the research evidence on the effects of context-based and STS approaches to science teaching. Sci Edu, 91, 347-370. Boujaoude, S. (2000). What might happen ıf “ what might happen ıf…? students use the future wheel to analyze science-related social ıssues. The Science Teacher, 67(4), 45-47. Broman, K., Bernholt, S., & Parchmann, I. (2015). Analysing task design and students’ responses to context-based problems through different analytical frameworks. Research in Science & Technological Education, 33(2),143-161.View & annotate PDFRead, annotate and save this article using the colwiz Interactive PDF Reader | Add to colwiz LibrarySave this article to your colwiz library to read and reference anywhere DOI: 10.1080/02635143.2014.989495 Bulut, İ. (2008). Yeni ilköğretim programlarında öngörülen öğrenci merkezli uygulamalara ilişkin öğretmen görüşleri (Diyarbakır ili örneği). Kuram ve Uygulamada Eğitim Yönetimi, 56, 521-546. Checkley, D. (2010). High school students’ perceptions of physics. a thesis submitted to the school of graduate studies of the university of lethbridge in partial fulfillment of the requirements for the degree. Retrieved from https://www.uleth.ca/dspace/handle/10133/2584 Date: 05.02.2016 Cox, M. 2015. A basic guide for empirical environmental social science. Ecology and Society 20(1), 63. http://dx.doi.org/10.5751/ES-07400-200163. Çam, F., & Köse Özay, E. (2008). Yaşam temelli öğrenme. Retrieved April 4, 2015, from http://www.egitisim.gen.tr/site/arsiv/54-20/343-yasam-temelli-ogrenme.pdf SNAB, http://www.advancedbiology.org/ Çapulcuoğlu, U., & Gündüz, B. (2013). Öğrenci tükenmişliğini yordamada stresle başa çıkma, sınav kaygısı, akademik yetkinlik ve anne-baba tutumları. Eğitim Bilimleri Araştırmaları Dergisi, 3(1), 201-218. Demircioğlu, H. (2008). Sınıf öğretmeni adaylarına yönelik maddenin halleri konusuyla ilgili bağlam temelli materyal geliştirilmesi ve etkililiğinin araştırılması, Doktora Tezi, KTÜ, Fen Bilimleri Enstitüsü. Doğan, S. (2012). Lise öğrencilerinin okul iklimi algıları. Adiyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(10). Erdemir, N. (2010). Determining students’ attitude towards physics through problem-solving strategy. Asia-Pacific Forum on Science Learning and Teaching, 10 (2),19. Jones, M.G., Howe, A., & Rua, J.M., (2000). Gender differences in students' experiences, interests, and attitudes toward science and scientists. Science Education, 84(2), 180-192. Gök, T., & Sılay, İ. (2008). Fizik eğitiminde işbirlikli öğrenme gruplarında problem çözme stratejilerinin öğrenci başarıları üzerindeki etkileri. HÜ Eğitim Fakültesi Dergisi, 34, 116-126. Hançer, H. A., Uludağ, N., & Yılmaz, A. (2007). Fen bilgisi öğretmen adaylarının kimya dersine yönelik tutumlarının çeşitli değişkenlere göre değerlendirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 100-109. Harty, H., & Beall, D. (1994). Attitudes towards science of gifted and nongifted fifth graders. Journal of Research in Science Teaching, 21, 483-488. Hazari, A., Tai, R.H., & Sadler, P.M. (2007). Gender differences in introductory university physics performance: The influence of high school physics preparation and affective factors. Science Education, 91(6), 847–877. Hırça, N. (2012). Bağlam temelli öğrenme yaklaşımına uygun etkinliklerin öğrencilerin fizik konularını anlamasına ve fizik dersine karşı tutumuna etkisi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 9(17), 313-325. Karacaoğlu, Ö. C.,& Acar, E. (2010). Yenilenen programların uygulanmasında öğretmenlerin karşılaştığı sorunlar. Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi. 7(1), 45-58. Kaya H., & Böyük U.(2011). Attitude towards physics lessons and physical experiments of the high school students. European Journal of Physics Education, 2(1),38-48. Kim, S.W., & Chea, S.H. (1997). The present Operational Status of Science Clup Activities in Secondary School and Improvement Schemes (in Korean). Journal of Korean Association For Research in Science Education, 17, 511-524. Kola, A. (2013). Gender analysis of students’ academic performance in physics practical in colleges of education, Nigeria. Advances in Arts, Social Sciences and Education Research, 3(5), 447-452. Levin,T.,Sabar,N. & Libman,Z.(1991).Achievements and attitudinal patterns of boys and girls in science. Journal of Research in Science Teaching, 28(4),315-328. Mattern, N. & Schau, C. (2002). Gender difference in attitude-achievement relationships over time mong white middle-school students. Journal of Research in Science Teaching, 39(4), 324-340. Otter, C. (2011). Context based learning in post compulsory education: Salters advanced chemistry project. Educació Química EduQ, 10, 11-17. DOI: 10.2436/20.2003.02.71 Overman, M., Vermunt, J.D., Meijer, P.C., Bulte, A.M.W., & Brekelmans, M. (2014). Students’ perceptions of teaching in context-based and traditional chemistry classrooms: comparing content, learning activities, and interpersonal perspectives. Int J Sci Edu, 36, 1871-1901. Sözbilir, M., Sadi, S., Kutu, H., & Yıldırım, A. ( 2007, June). Kimya eğitiminde içeriğe/bağlama dayalı (context-based) Öğretim Yaklaşımı ve dünyadaki uygulamaları. Paper presented at the meeting I. Ulusal Kimya Eğitimi Kongresi, Istanbul, Turkey. Papanastasiou, E. C., & Zembylas, M. (2002). The effect of attitudes on science achievement: a study conducted among high school students in cyprus. International Review Of Education, 48(6), 469–484. Rivard L. P. & Straw, S. P. (2000). The effect of talk and writing on learning science: An exploratory study. Science Education, 84, 566-593. Vos, V. (2014). The Use of Context in Science Education. Retrieved from: http://dspace.library.uu.nl/bitstream/handle/1874/297294/The%20Use%20of%20Context%20in%20Science%20Education.pdf?sequence=2 Date: 14.10.2015 Yoon, J. (2002). Factors of the Students’ Career Choice Realated to Science (in Korean). Journal of Korean Association for Research in Science Education, 22, 906-921. Young, D.J., & Fraser, B.J. (1994). Gender differences in caribbean students’ performance on a test of errors in biological labeling. Journal of Research in Science Teaching, 31(8), 857-871. |
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Analysis of the Approach to Parasitic Cycles in Brazilian Science Textbooks as a Tool for Education in Health and EnvironmentNathan D. C. S. Simplicio & Bianca C. Cordova & Eduardo C. Oliveira-Filho
pp. 867-880 | DOI: 10.12973/ijese.2016.345a | Article Number: ijese.2016.067
Abstract Modifying the environment is a characteristic of the human species. With deforestation and the expansion of urban centers, diseases known in animals have begun to be described in humans. Science textbooks constitute an instrument of great importance in understanding this issue. This study evaluated the main science textbooks, recommended by the Brazilian Textbook Guide 2011, for the 6th grade of middle school, covering the parasite cycles and analyzing the vector/host relationships as well as man's participation as an inducer/victim. The final analysis showed that most textbooks link image and text, but the cycles are presented off-scale and there are gaps which hinder the understanding of reality. As regards the environmental question, none of the analyzed books presented human beings as an inducer of cycles, and only a few reported the lack of sanitation, urban infrastructure and environmental degradation as causes of disease. Keywords: science textbooks, tropical diseases, environmental education, environmental pollution. References Alvarenga, J. P.; Pedersoli, J. L.; D'assunção Filho, M. A.; Gomes, W. C. (2008) Ciências integradas. Curitiba, PR: Positivo. Aragão, T. P. (2011) A esquistossomose e seu contexto ecológico para o ensino fundamental. (Graduation thesis, Centro Universitário de Brasília, Brasília). Barros, C. & Paulino, W. R. (2009) Ciências: Os seres vivos. 4 ed. São Paulo, SP: Ática. Batista, A. A. G. & Rojo, R. (2005) Livros escolares no Brasil: a produção científica. In: Val, M. G. C. & Marcuschi, B. (Orgs.). Livros didáticos de Língua Portuguesa: Letramento, inclusão e cidadania (pp. 13-45). Belo Horizonte, MG: Ceale/Autêntica. Borges, S. M. A. A. (2001) Epidemiological importance of Aedes albopictus in Americas (Masters thesis, Universidade de São Paulo, São Paulo). Retrieved from: <http://www.teses.usp.br/teses/disponiveis/6/6132/tde-01032002-131833/pt-br.php> Boulos, M.; Dutra, A. P.; Disanti, S. M. ; Shiroma, M.; Amato-neto, V. (1997) Avaliação clínica do quinino para o tratamento de malária por Plasmodium falciparum. Revista da Sociedade Brasileira de Medicina Tropical, 30(3), 211-213. doi: 10.1590/S0037-86821997000300007 Briceno-Leon, R. (2007) Chagas disease and globalization of the Amazon. Cadernos de Saúde Pública, 23, S33-S40. doi: 10.1590/S0102-311X2007001300005 Canto, E. L. (2004) Ciências Naturais: aprendendo com o cotidiano. 2 ed. São Paulo, SP: Moderna. de Posada, J. M. (1999) The presentation of metallic bonding in high school science textbooks during three decades: Science educational reforms and substantive changes of tendencies. Science Education, 83(4), 423-447. doi: 10.1002/(SICI)1098-237X(199907)83:4<423::AID-SCE3>3.0.CO;2-9 Favalli, L. D.; Pessôa, K. A.; Angelo, E. A. (2009) Projeto Radix: Ciências. São Paulo, SP: Scipione. França, V. H.; Margonari, C.; Schall, V. T. (2011) An analysis on the content of the Leishmaniasis in science and biology books indicated by the Brazilian Didatic Book National Program (2008/2009). Ciência & Educação, 17(3), 625-644. doi: 10.1590/S1516-73132011000300007 Gérard, F. M. & Roegiers, X. (1998) Conceber e avaliar manuais escolares. Cidade do Porto, PO: Porto. Gewandsznajder, F. (2009) Ciências: A vida na Terra. 4 ed. São Paulo, SP: Ática. Gurung, R. & Landrum, R. E. (2012) Comparing student perceptions of textbooks: Does liking influence learning? International Journal of Teaching and Learning in Higher Education, 24(2), 144-150. Jotta, L. A. C. V. & Carneiro, M. H. S. (2009) Malária: As imagens utilizadas em livros didáticos de Biologia. In: VII Encontro Nacional de Pesquisa em Educação em Ciências. Anais do VII Encontro Nacional de Pesquisa em Educação em Ciências. Florianópolis, SC: ABRAPEC, 2009. Retrieved from: <http://posgrad.fae.ufmg.br/posgrad/viienpec/pdfs/303.pdf > Justi, R. & Gilbert, J. (1999) A cause of Ahistorical science teaching: Use of hybrid models. Science Education, 83(2), 163-177. doi: 10.1002/(SICI)1098-237X(199903)83:2<163::AID-SCE5>3.0.CO;2-I Lindoso, J. A. & Lindoso, A. A. B. P. (2009) Neglected tropical diseases in Brazil. Revista do Instituto de Medicina Tropical de São Paulo, 51(5), 247-253. doi: 10.1590/S0036-46652009000500003 Madeira, N. G.; Macharelli, C. A.; Pedras, J. F.; Delfino, M. C. N. (2002) Education in primary school as a strategy to control dengue. Revista da Sociedade Brasileira de Medicina Tropical, 35(3), 221-226. doi: 10.1590/S0037-86822002000300004 Megid Neto, L. & Fracalanza, H. (2003) Science texbooks: problems and solutions. Ciência & Educação, 9(2), 147-157. doi: 10.1590/S1516-73132003000200001 Ministry of Education (1998a), Secretaria de Educação Fundamental. Parâmetros Curriculares Nacionais: terceiro e quarto ciclos do Ensino Fundamental. Brasília: MEC/SEF. Ministry of Education (1998b), Secretaria de Educação Fundamental. Parâmetros Curriculares Nacionais: Ciências naturais. Brasília: MEC/SEF. Ministry of Education (2009), Edital de convocação para inscrição no processo de avaliação e seleção de obras didáticas para o Programa Nacional do Livro Didático – PNLD 2011. Retrieved from: <http://www.fnde.gov.br/programas/livro-didatico/livro-didatico-editais/item/3014-editais-anteriores>. Ministry of Education (2010), Secretaria de Educação Fundamental. Guia de livros didáticos: PNLD 2011. Brasília: MEC/SEF. Ministry of Education (2013), Secretaria de Educação Fundamental. Guia de livros didáticos: PNLD 2014. Brasília: MEC/SEF. Ministry of Education (2016), O MEC distribui livros didáticos para todas as escolas do país? Retrieved March 2, 2016 from: <http://portal.mec.gov.br/index.php?option=com_content&view=article&id=158:o-mec-distribui-livros-didaticos-para-todas-as-escolas-do-pais&catid=132:livro-didatico> Mortimer, E. F. (1988) A evolução dos livros didáticos de Química destinados ao ensino secundário. Em aberto, 7(40), 25-41. Retrieved from: <http://emaberto.inep.gov.br/index.php/emaberto/article/viewFile/670/597> National Fund for Education Development (2016a). Histórico. Retrieved March 2, 2016 from: <http://www.fnde.gov.br/programas/livro-didatico/livro-didatico-historico> National Fund for Education Development (2016b). Dados estatísticos de anos anteriores. Retrieved March 2, 2016 from: <http://www.fnde.gov.br/component/k2/item/3010?Itemid=1296> Oliveira, T. F.; Soares, M. S.; Cunha, R. A.; Jonathan, S. S. (2008) Educação e controle da esquistossomose em Sumidouro (RJ, Brasil): avaliação de um jogo no contexto escolar. Revista Brasileira de Pesquisa em Educação em Ciências, 8(3). Retrieved from: <http://www.cienciamao.usp.br/tudo/exibir.php?midia=rab&cod=_educacaoecontroledaesqui> Pereira, A. M.; Santana, M.; Waldhelm, M. (2009) Perspectiva Ciências. São Paulo, SP: Editora do Brasil. Pereira, K. S.; Schmidt, F. L.; Barbosa, R. L.; Guaraldo, A. M. A.; Franco, R. M. B.; Dias, V. L.; Passos, L. A. C. (2010) Transmission of Chagas disease (American Trypanosomiasis) by food. Advances in Food and Nutrition Research, 59, 63-85. doi: 10.1016/S1043-4526(10)59003-X Rey, L. (2008) Parasitologia: parasitas e doenças parasitárias do homem nos trópicos ocidentais. 4. ed. Rio de Janeiro, RJ: Guanabara Koogan. Rozemberg, B. (1998) Rural sanitation in schistosomiasis endemic areas: experience and learning process. Ciência & Saúde Coletiva, 3(2), 125-141. doi: 10.1590/S1413-81231998000200012 Santos, W. L. P. & Carneiro, M. H. S. (2006) The textbook of Science: a source of information or a booklet of exercises? Contexto e Educação, 21(76) 201-222. Silva, H. C.; Zimmermann, E.; Carneiro, M. H. S.; Gastal, M. L.; Cassiano, W. S. (2006) Caution when using images during science lessons. Ciência & Educação, 12(2) 219-233. doi: 10.1590/S1516-73132006000200008 Vinholes, E. R.; Alano, G. M.; Galato, D. A. (2009) Community's perception towards the performance of Pharmaceutical Service Care in the health education actions related to rational medicine use. Saúde e Sociedade, 18(2) 293-303. doi: 10.1590/S0104-12902009000200012 World Health Organization. (2013, February 22). Schistosomiasis: number of people treated in 2011. Weekly epidemiological record. pp. 81-88. Retrieved from: <http://www.who.int/wer/2013/wer8808.pdf>. |
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Metaphoric Perceptions of Teachers and Pre-Service Teachers about 4+4+4 Education SystemNecdet Aykac, Hilal Bilgin & Hasret Kabaran
pp. 881-891 | DOI: 10.12973/ijese.2016.502a | Article Number: ijese.2016.068
Abstract This study aims to determine the perceptions of teachers and pre-service teachers about 4+4+4 education systemvia the metaphors they have developed.In this study, the opinions of teachers and pre-service teachers are described with qualitative approach. The participants of the study are 137 primary school 1st grade teachers, working in Mugla in 2012-2013 academic year, and 116 4th grade students, studying at Primary School Teaching Department in the Faculty of Education in MuglaSıtkıKocman University. In the data collection process, teachers and pre-service teachers were required to complete this sentence: “When the characteristics of 4+4+4 are considered, 4+4+4 education system is like …………, because …………..”. In the analysis of the data, content analysis tecnique, one of the qualitative analysis methods, was applied. The perceptions of teachers were separated into 9 categories according to the metaphors teachers and pre-service teachers created about 4+4+4 education system and both the statements mostly used by teachers and pre-service teachers are provided for these categories. These categories are “a continuously changing structure; a system all of whose parts have deficiencies; an application without any preparation and infrastructure work; uncertainty and complication; an application whose future is dark; a useless and inappropriate system; a forcing and imposing application; a graded and systematical structure (positive); meaningless(cannot resemble anything). Keywords: 4+4+4 education system, metaphor, teacher, pre-service teacher References Arnett, R.C.(1999). Metaphorical guidance: Administration as building and renovation. Journal of Educational Administration, 37(1), 80-89. Aydın, I.S.,Pehlivan, A.(2010). Türkçe öğretmeni adaylarının öğretmen ve öğrenci kavramlarına ilişkin kullandıkları metaforlar.[The metaphors that turkish teacher candidates use concerning "teacher" and "student" concepts]. Turkish Studies,5 (3), 818-842. Aykac, N.,Celik O.(2014). Öğretmenlerin ve öğretmen adaylarının eğitim programına ilişkin metaforik algılarının karşılaştırılması. [Comparison of metaphoric perception of teachers and pre-service teachers about curriculum]. Education and Science,39(173), 328-340. Botha, E. (2009). Why metaphor matters in education. South African Journal of Education, 29(4), 431-444. Boyacı, A.(2009). İlköğretim okulu öğretmenlerinin eğitim planlaması süreçlerine yönelik kullandıkları metaforlar. [Metaphorical images for educational planning: percetions of publicelemantary school teachers]. Selcuk University Social Sciences Institute Journal, 21, 111-124. Cerit, Y.(2008). Öğrenci, öğretmen ve yöneticilerin müdür kavramı ile ilgili metaforlara ilişkin görüşleri. [Students, teachers and administrators' views on metaphors with respectto the concept of principal]. Education and Science, 33 (147), 3-13. Celikten, M.(2006).Kültür ve öğretmen metaforları. [Culture and teacher metaphors used in educational system.] Erciyes University Social Sciences Institute Journal, 21, 269-283. Forceville, C.(2002). The identification of target and source in pictorial metaphors. Journal of Pragmatics, 34, 1-14. Holman, C.(1985). A handbook to literature. Indianapolis: ITT Bobbs-Merrill Educational Publishing Company. Güven, I. (2012). Eğitimde 4+4+4 ve faith projesi yasa tasarısı = reform mu?[The 4+4+4 school reform bill and the fatih project: is it a reform?]. Elementary Education Online,11(3), 556-577. Inbar, D. (1996). The free educational prison: Metaphors and images. Educational Research, 38 (1), 77–92. Kövecses, Z. (2002). Metaphor: A practical introduction. Oxford: Oxford University Press. Lakoff, G., Johson, M.(2003).Metaphors we live by. Chicago: University of Chicago Press. Lakoff, G., Johnson, M.(2005).Metaforlar hayat, anlam ve dil.[Metaphors we live by].(GY Demir, Trans.). İstanbul: Paradigma Publishing. Levine, P.M.(2005). Metaphors and images of classrooms. Kappa Delta Pi Record, 41 (4), 172-175. Miles, M. B., Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage. Saban, A.(2009). Öğretmen adaylarının öğrenci kavramına ilişkin sahip oldukları zihinsel imgeler. [Mental images teacher candiates have about the concept of student.] Turkish Educational Sciences Journal, 7(2), 281-326. Schon, D.A. (1993). Generative metaphor: a perspective on problem-setting in social policy, in A. Ortony (Ed.), Metaphor and Thought, (pp. 137-163). Cambridge: Cambridge University Press. Steen, G. J.(2007). Finding metaphor in grammar and usage. Amsterdam: John Benjamins Publishing Company. Tasdemir, M., Tasdemir, A. (2011). Ilköğretim programı üzerine öğretmen metaforları. [Teachers' metaphors about primary education curriculum.] 2nd International Conference onNew Trends in Education and Their Implications, (p. 795-809). Antalya. Teddlie, C., Yu, F. (2007).Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research,1(77): 77-100. Thomas L., Beauchamp, C.(2011). Understanding new teachers’ professional identities through metaphor. Teaching and Teacher Education,27, 762-769. Yıldırım, A., Simsek, H.(2011). Sosyal bilimlerde nitel araştırma yöntemleri.[Qualitative Research Mehtods in Social Studies.] Ankara: Seckin Publishing. |
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Effect of Triadic Teaching Approach in Some Environmental Subjects: Prospective Science Teachers PracticeGamze Hastürk & Alev Doğan
pp. 893-905 | DOI: 10.12973/ijese.2016.323a | Article Number: ijese.2016.069
Abstract Effective use of educational technologies by teachers in classrooms has come into prominence as the integration of technology into educational settings in todays world is considered as an inseparable part of an effective teaching. Besides, recent teacher training curriculums too emphasize the use of teaching strategies including technology to enhance student achievements. For this reason, it is decided to design a research focusing on to the use of an educational technologies based triadic teaching approach in teaching some environment-related subjects (global warming, ozone layer, air pollution, acid rains) of the science curriculum with 30 prospective science teachers through the special teaching methods course. The triadic teaching approach is comprised of internet-web based online research, poster preparation process activities and mini symposium activities steps. In order to establish the effect of the triadic teaching approach in selected environment-related subjects to meaningful learning of students, a pre and post word association test has applied, concept network maps of prospective teachers were drawn performed with them to collect their opinions on the triadic teaching approach. Findings of the study revealed that the triadic teaching approach has contributed to meaningful learning and ability of utilizing educational technologies of prospective teachers. Keywords: teacher education, environmental education, triadic teaching approach, poster process, teaching practice References Akister, J. Bannon, A., Mullender-Lock, H. (2000). Poster Presentations in Social Work Education Assessment: a Case Study: Innovations in Education and Training International ISSN 1355-8005. http://www.tandf.co.uk/journals Atasoy, B. (2002). Fen Öğrenimi ve Öğretimi. Ankara: Asil Yayınevi Bahar, M. (2003). Misconceptions in biology education and conceptual change strategies. Educational Sciences: Theory & Practice, 3(1), 55-64. Bahar, M., & Hansell, M. H. (2000). The relationship between some psychological factors and their effect on the performance of grid questions and word association tests. Educational Psychology, 20(3), 349-364. Bahar, M., Johnstone, A. H., Sutcliffe, R. G. (1999). Investigation of students cognitive structure in elementary genetics through word association tests. Journal of Biological Education, 33, 134-141. Bahar, M., Ozatlı, N. (2010). Revealing Students Cognitive Structures Regarding Excretory System by New Techniques. Abant Izzet Baysal University. Journal of Education Faculty,10 (2). Baird, B. N. (1991). In-class poster sessions. Teaching of Psychology, 18, 27–29 Boyes, E. and Stanisstreet M. (1994). The ideas of secondary school students concerning ozone layer damage. Global Environmental Change, 4, 311-324. Boyes, E. and Stanisstreet M. (1997). The environmental impact of cars: childrens ideas and reasoning. Environmental Education Research, 3, 269-282. Brown, S. & Burroughs, E. (2008). Poster Projects: Mathematics in Context, Primus, 18: 4, 475- 487. Bybee, R. W. (1987). Science education and the science‐technology‐society (S‐T‐S) theme. Science education, 71.5: 667-683. Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Boston:Houghton Mifflin. Cardelini, L. & Bahar, M. (2000). Monitoring the Learning of Chemistry Through Word Association Tests. Australian Chemistry Resource Book, 19, 59-69. Christidou, V. and Koulaidis, V. (1996). Students models of the ozone layer and depletion. Research in Science Education, 26, 421-436. Driver, R., Squires, A. Ruswhorth, P. and Wood-Robinson, R. (1994). Making sense of secondary science: Research into childrens ideas. London: Routledge. Dunstan, M., Bassinger, P. (1997). An Innovative Model. Undergraduate poster sessions by health profession majors as a method for communicating chemistry in context. Journal of Chemical Education. 74: 9. Ercan, F., Taşdere, A., & Ercan, N. (2010). Observation of Conceptual Changes Through Word Associations Tests. Journal of Turkish Science Education, 7, 136-154 Francis C, Boyes E Qualter A and Stanisstreet M. (1993). Ideas of elementary pupils about reducing the Greenhouse Effect. Science Education, 77, 375-392. Hammarling, S., & Higham, N. J. (1996). How to prepare a poster? SIAM News, 29(4), 20. Hegarty, J. (1998). Selling the product. In M. Timmers (Ed.), The power of the poster. London: V&A Publications. Hollander,S. A. (2002). Helping students prepare poster presentations. College Teaching, 50 (3), 103-103. Hubental, M., OBrien, T., Taber, J. (2011). Posters that foster cognition in the classroom: multimedia theory applied to educational posters. Educational Media International. 48: 3, September, 193–207. Huddle, A. (2000). How to present a paper or poster? Journal of Chemical Education. 77.9: 1152. Hunt, P. (1988). Acquisition of Conversation Skills and the Reduction of Inappropriate Social Interaction Behaviors. Journal of the Association for Persons with Severe Handicaps (JASH), 13.1: 20-27. Jonassen, D. N. (1997). Concept Mapping as Cognitive Learning and Assessment Tools. Journal of interactive learning research, 8: 289-308. Kaya, O., Yager, R., Doğan, A. (2009). Changes in Attitudes Towards Science-Technology-Society of Pre-service Science Teachers. Research Science Education. 39:257-279. Kostova, Z., & Radoynovska, B. (2010). Motivating students learning usng word assocıation test and concept maps. Bulgarian Journal of Science & Education Policy, 4(1). Koulaidis V. and Christidou V. (1999). Models of students thinking concerning the greenhouse effect and teaching implications. Science Education, 83, 559-576. Kumar, N. (ed.). (1994). Women as subjects: South Asian histories. University of Virginia Press. McHale, J.L. (1994). Current events as a subjects for term papers in honors freshman chemistry class. Journal of Chemical Education. 71: 4. Moule, P, Judd, M & Girot, E. (1998). The poster presentation: what value the teaching and assessment of research in pre- and post-registration nursing courses? Nurse Education Today, 18: 3, 237–2. Nakiboğlu, C. (2008). Using word associations for assessing non major science students knowledge structure before and after general chemistry instruction: the case of atomic structure. Chemical Education Research Practice. 9: 4, 309-322. NASA (2010). EOS Science Poster Series. Retrieved from http://eospso.gsfc.nasa.gov/ eos_homepage/for_educators/eos_posters/index.php Özatlı, N. S. (2006). Öğrencilerin biyoloji derslerinde zor olarak algıladıkları konuların tespiti ve boşaltım sistemi konusundaki bilişsel yapılarının yeni teknikler ile ortaya konması. Yayınlanmamış Yüksek Lisans Tezi. Paris, N.A., & Glynn, S.M. (2004). Elaborate analogies in science text: Tools for enhancing preservice teachers’ knowledge and attitudes. Contemporary Educational Psychology, 29, 230–247. Plunkett, S. and Skamp, K. (1994). The ozone layer and hole: Childrens conceptions. Paper presented at the Australian Science Education Research Association Conference, Hombart, Tasmania, July 10-13. Postman, L., & Keppel, G. (Eds.). (2014). Norms of word association. Academic Press. Riffell, S., & Sibley, D. (2005). Using web-based instruction to improve large undergraduate biology courses: An evaluation of a hybrid course format. Computers & Education, 44 (3), 217–235. Rye, J. A, Rubba, P. A. and Wiesenmayer, R. L. (1994). Middle school pupils conceptions of global warming following STS instruction. Paper presented at the 1994 Annual Meeting of the National Association for Research in Science Teaching, Anaheim, CA: March 26-29. Seidman, S. 2008. Posters, propaganda and persuasion in election campaigns around the world and through history. New York: Peter Lang. Shavelson, R. J. (1974). Methods for examining representations of a subject‐matter structure in a students’ memory. Journal of Research in Science Teaching, 11.3: 231-249. Sisak, M.E. (1997). Poster Sessions as a Learning Technique. Journal of Chemical Education 74(9). Skamp, K. (1994). Environmental education: What is happening in one NSW Department of School Education region. Australian Journal of Environmental Education, submitted for publication. Tao, P. K., & Gunstone, R. F. (1999). The process of conceptual change in force and motion during computer-supported physics instruction. Journal of Research in Science Teaching, 36(7), 859. Tao, P. K., Gunstone, R. (1999). The process of conceptual change in force and motion during computer‐supported physics instruction. Journal of Research in Science Teaching, 36.7: 859-882. Uzun, N., Özsoy, N., & Keleş, O. (2010). Pre-service teachers views about the concept of biodiversity. Journal of Biological Sciences 3 (1), 85-91 Yalvaç, H.G. & Doğan, A. (2011). The Influences of the Poster Applications in Class About Some Environmental Issues upon the Mental Structures of Teacher Candidates. Thırd Internatıonal Congress of Eucatıonal Research Congress Book, 331-346 Life-long Learning and Informal Education Yalvaç, H.G. (2008). Effect of cooperative learning approach on intellectual structure of teacher candidates regarding environment. Unpublished Masters Thesis. Abant Izzet Baysal University, Bolu. |
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The Model of Realization of the Main Professional Educational Curricular for Training Middle Level SpecialistsGulnara F. Biktagirova, Vyacheslav V. Utemov & Vera V. Khitryuk
pp. 907-914 | DOI: 10.12973/ijese.2016.355a | Article Number: ijese.2016.070
Abstract The relevance of the study is stipulated by the lack of applied technology of basic professional training program for middle level specialists for mastering Federal State Educational Standards, highlighting the integrated result of the development of the educational curricular (general and professional competences, knowledge, skills, experience). Thus, the aim of the research is to develop an effective training model for the new professional educational standards. The leading methods of the research are based on the formation and development of interconnected areas: professional individualization in the complex of special knowledge, skills and abilities; professional socialization in the formation of new mental structures and development of formed qualities in practice. The results of the experimental research implemented in Vyatka Culture College in 2011-2015 were the full course of training for 100 students with the major “Art and Culture”. The proposed model connects learning outcomes with the formed-governmental graduate competencies, allowing to carry out professional activities. Keywords: federal state educational standards of vocational professional education, competence, types of professional activity, competence-based approach References Biktagirova G.F. (2011) Formation of social competence of students of pedagogical specialties and directions. Modern problems of science and education, 2011, № 4, c. 39 Gilmullin, M. F. & Pupysheva, E. L. (2016). Workshop on Design and Implementation of Education Programs. Mathematics Education, 11(1), 35-44. Kamalova, L. A. & Raykova, E. (2016). The Quality and Criteria of Evaluation of Educational Work at the Universities of Russia at the Contemporary Stage. Mathematics Education, 11(1), 71-79. Kamalova, L. A., Zakirova, V. G. (2015). The formation of the pedagogical values of future primary school teachers at the University. Review of European Studies, 7 (5), 1-9. Lomov, B. F. (1984) Methodological and theoretical problems of psychology. Moscow, 226. Ministry of Education and Science of the Russian Federation, 2014. The federal state educational standard of secondary professional education in 51.02.01 Amateur and folk arts (by types) approved by the order of the Ministry of Education and Science No. 1382 on October 27, 2014. Ministry of Education and Science of the Russian Federation, 2014. The federal state educational standard of secondary professional education in 51.02.02 Welfare activity (by types) approved by the order of the Ministry of Education and Science No. 1356 on October 27, 2014. Ministry of Education and Science of the Russian Federation, 2014. The federal state educational standard of secondary professional education in 51.02.03 Library science approved by the order of the Ministry of Education and Science No. 1357 on October 27, 2014. Ministry of Education and Science of the Russian Federation, 2014. The federal state educational standard of secondary professional education in 53.02.08 Musical sound operator approved by the order of the Ministry of Education and Science No. 997 on August 13, 2014. Ministry of Education and Science of the Russian Federation, 2014. The federal state educational standard of secondary professional education as 54.02.08 Techniques and art of photography approved by the order of the Ministry of Education and Science No. 1363 on October 27, 2014. Sadovaya, V. V., Korshunova, O. V. & Nauruzbay, Zh. Zh. (2016). Personalized Education Strategies. Mathematics Education, 11(1), 199-209. Utemov, V. V. (2012) Documental software for independent work organization. Koncept, No. 9, ART 12113. URL: http://e-koncept.ru/2012/12113.htm. Yarygin, O. N. (2013) System of formation of analytical activity competence for research-educational personnel training: abstract of thesis on pedagigic sciences. Tolyatti, 44. Zaitseva, N. A. (2013). The role of education system in adaptation of graduates from Russian institutes and colleges at European enterprises (by example of service companies). Middle East Journal of Scientific Research, 13(5), 693-697. |
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Neuropsychological Examination Techniques in Inclusive Education: Research of Difficulties of Training in Reading and WritingIrina A. Nigmatullina
pp. 915-922 | DOI: 10.12973/ijese.2016.360a | Article Number: ijese.2016.071
Abstract One of the priorities of the implementation of inclusive education in Russia is not only a successful socialization of persons with disabilities, but also their effective learning. In this paper we have considered one of the categories of persons with disabilities – that is children with ADHD with speech disorders. The reference to this problem is due to emerging challenges in the learning process of this category of children in educational institutions. They belong to the risk group as for the possibility of their difficulties in writing when in the learning process at educational institutions. The analysis of investigations allowed revealing the contradictions between the need to implement actual courses of innovative development for educational institutions, which are the drive lines developing innovative approaches and practical measures for the implementation of inclusive education, and their underdevelopment. Secondly, there is the contradiction between the need for innovating the content of not only educational process as such, but also of the correctional and developmental education of persons with disabilities. Thirdly, the role of alternative forms of inclusive education has not been studied, neither of the special services and centers in the implementation of psycho-pedagogical support of persons with disabilities. Keywords: emotional intelligence, emotional quotient, academic success, second language learning, career development References Agris, A. R., Egorova, O. I., Matveeva, E. Yu. &Romanova, A. A. (2012). Neuropsychological and neurophysiological researches of options of a syndrome of deficiency of attention with a hyperactivity. Modern foreign psychology, 1, 6-19. Ahmetzyanova, A. I. (2015). Anticipation and Prediction Interrelation Neuropsychological Mechanisms at Youthful Age. The Social Sciences, 10, 399-401. Ahmetzyanova, A. I. (2015). Fear and Anxiety in the Children Suffering from Infantile Cerebral Palsy and Raised in Families with Various Parental Subsystems. Asian Social Science, 11(7), 356-361. Akhutina, T. V. & Inshakov, O. B. (2013). Neuropsychological diagnostics, inspection of the letter and reading younger school students. Moscow: Century Sekachev. Akhutina, T. V. & Pylayev N. M. (2008). Overcoming of difficulties of the doctrine: neuropsychological approach. SPb: Piter. Akhutina, T. V. (2010). Difficulties of the letter and their neuropsychological diagnostics. Moscow: MPSI. Alyokhina, S. V. & Semago, N. Y. (2010). Inclusive education. 1. Moscow: School Book center. Artemyeva, T.V. (2015). Child Concept of Comic Content Analysis. The Social Sciences, 10(4), 402-406. Artyomov, V. A. (1976). Psychology of speech intonation (intonation and prosody). Moscow. Arutyunova, N. (1998). Language and world of the person. Languages of the Russian culture. Moscow. Belousova, E. D. & Nikanorov, M. Y. (2000). 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Psychological readiness for school. Moscow: Petter. Houston, S. M., Lebel, C., Katzir, T., Manis, F. R., Kan, E., Rodriguez, G.G. & Sowell, E.R. (2014). Reading skills and structural brain development. Neuro Report, 5, 347-352. Kalimullin, A.M. (2014) Improvement of teachers' qualification at Kazan federal university. World Applied Sciences Journal, 30 (4), 447-450. Kan Kalik, V. A. (1995). Grammar of communication. Moscow: Rospedagentstvo. Kirillova, E. A. (2015). Historical and Theoretical Basis of Inclusive Education Development in Russia. Review of European Studies, 5, 31 Korsakova, N. K., Mikadze, YU.V. & Balashov, E.YU. (2001). Poor children: neuropsychological diagnostics of difficulties in training. M, p184. Kozhushko, N. YU., Evdokimov, S. A., Matveev, Yu. K. Tereshchenko, E.P. & Kropotov Yu.D. (2014). Research of local features of EEG at children with violations of mental development by method independent a component. Human physiology, 5, 30-37. Kuchma, В.P. & Platonova, A. G. (1997). Deficiency of attention with a hyperactivity at children in Russia: prevalence, risk factors and prevention. Moscow. Kwak, Y. S., Jung, Y. E. & Kim, M. D. Prevalence and correlates of attention-deficit hyperactivity disorder symptoms in korean college students. Neuropsychiatric Disease and Treatment, 11, 797-802 Lalayeva, R. I., Serebryakov, N. V. & Zorin B. (2004). Violations of the speech and their correction at children with a delay of mental development: studies. a grant for student. высш. studies. Institutions. Moscow: Gumanitar, prod. VLADOS center. Levchenko, I. Y. (2000). Patopsikhologiya: Theory and practice: studies. a grant for student. высш. пед. studies, institutions. Moscow: Izdatelsky center "Akademiya. Levina, R. E. (1967). Pedagogical questions of pathology of the speech at children. Special school, 2(122), 121-130. Lisina, M. I. (1986). Communication ontogenesis problems. M.: Pedagogics, p143. Lubovsky, V. I. (1989). 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Prerequisites for Emotional Intelligence Formation in Second Language Learning and Career ChoiceTatiana A. Baklashova, Elena M. Galishnikova & Liliya V. Khafizova
pp. 923-930 | Article Number: ijese.2016.072
Abstract The relevance of the topic is due to the enhancing role of emotional intelligence in second language learning. The article aims to substantiate that emotional intelligence (EI) strengthens training quality of future professionals, gives it an emotional color, and thereby increases a variety of intellectual skills. The leading methodical approaches as analyses of electronic library documents and other scientific sources, empirical and experimental data, method of involved observation enabled to identify several parameters for creating a favorable emotional climate in the process of second language learning. The authors determine a set of conditions necessary for the formation of emotional intelligence, define and actualize obligatory interdisciplinary connections, which are expressed in the co-architecture of curricula, educational resources of the university faculty and in the choice of training and educational technology, as well as single out the prerequisites for emotional intelligence. Article is of interest to researchers and university professors dealing with Second Language Learning. Keywords: emotional intelligence, emotional quotient, academic success, second language learning, career development References Abraham, R. (2004). Emotional competence as antecedent to performance: A contingency framework. Genetic, Social, and General Psychology Monographs, 130(2), 117-143. Baklashova, T. (2014). Manager's Professional Training in Russia: Syllabus and Technologies. Procedia - Social and Behavioral Sciences, 152, 1057–1061. Bar-On, R. (2002). Bar-On Emotional Quotient Inventory: Short. Technical manual, Multi-Health Systems. Toronto, Canada, p251. Bradberry, T. & Greaves, J. (2009). Emotional Intelligence 2.0. San Diego: Talent Smart. p255. Crisp, R. J. & Turner, R. N. (2010). Essential social psychology. London: Sage Publications. p450. Di Fabio, A. & Blustein, D. L. (2010). Emotional intelligence and decisional conflict styles: Some empirical evidence among Italian high school students. Journal of Career Assessment, 18(1), 71-81. Di Fabio, A. & Kenny, M. E. (2011). Promoting emotional intelligence and career decision making among Italian high school students. Journal of Career Assessment, 19(1), 21-34. Dulewicz, V. & Higgs, M. (2004). Can emotional intelligence be developed? International Journal of Human Resource Management, 15(1), 95-111. Emmerling, R. J. & Cherniss, C. (2003). Emotional intelligence and career choice process. Journal of Career Assessment, 11(2), 153-167. Fineman, S. (2004). Getting the measure of emotion – and the cautionary tale of emotional intelligence. Human Relations, 57(6), 719–740. Galishnikova, E. M. (2014). Language Learning Motivation: A Look at the Additional Program. Procedia - Social and Behavioral Sciences, 152, 1137–1142. Goleman, D. (1998). What makes a leader? Harvard Business Review, 76(6), 93-102. Goleman, D. (2002). Primal leadership: Realizing the power of emotional intelligence. Boston: Harvard Business School Press, p305. Goleman, D. (2006). Social Intelligence: The New Science of Social Relationships. New York: Bantam Books, p405. Gorelova, J. (2014). Advertising Language as a Means of Forming Students’ Cross-cultural Competence. Procedia - Social and Behavioral Sciences, 152, 668–672. Grigoryeva, E. V., Leyfa, I. I., Yatsevich, L. P., Demyanenko, M. A., Makovey, N. V., Pavlushkina, T. V. & Masalimova, A. R. (2015), Designing technology of English language teaching content based on international component. Review of European Studies, 7 (1), 123-129. Howard, J. K. & Erich, C. F. (2005). Goal propensity: Understanding and predicting individual differences in motivation. Research in Personnel and Human Resources Management, 24, 215-263. Ismagilova, L. & Polyakova, O. (2014). The problem of the syllabus design within the competence approach based on the course “English for Master Degree Students in Economics (advanced level)”. Procedia - Social and Behavioral Sciences, 152, 1095-1100. Kalganova, G. (2014). Regional Languages in Economic Sphere in European Countries. Procedia - Social and Behavioral Sciences, 152, 1219–1224. Khusainova, A. & Rahmatullina, A. (2014). English language training volunteer program as a new reality for Russia and its social benefits. Procedia - Social and Behavioral Sciences, 152, 1101–1107. King, K. M., & Teo, K. K. (2012). Cardiac rehabilitation referral and attendance: not one and the same. Rehabilitation Nursing, 23(5), 246-251. Kudryavtseva, M. G. (2014). Possibilities of distance learning as a means of foreign language learning motivation among students of economics. Procedia - Social and Behavioral Sciences, 152, 1214–1218. Lopatina, O. V., Borisov, A. M., Leyfa, I. I., Galimzyanova, I. I., Yatsevich, L. P., Demyanenko, M. A. & Masalimova, A.R. (2015), Role of foreign language teacher shaping students’ research skills. Asian Social Science, 11 (4), 135-140. Mardanshina, R. & Zhuravleva, E. (2014). Model of complementary linguistic education for economists. Procedia - Social and Behavioral Sciences, 152, 1091–1094. Masalimova, A. R., Ikramova, G. D., Shaidullina, A. R., Gubaidullina, G. T. & Apraksina, N. D. (2014). Distant in-company foreign language learning involving university student-tutors. American Journal of Applied Sciences, 11, 1123-1127. Masalimova, A. R., Porchesku, G. V. & Liakhnovitch, T. L. (2016). Linguistic Foundation of Foreign Language Listening Comprehension. International Electronic Journal of Mathematics Education, 11(1), 123-131. Mohammadi, M. (2012). The role of emotional intelligence on English learning as a second language. International Research Journal of Applied and Basic Sciences, 3 (9), 1953-1956. Salovey, P. & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185-211. Shishova, E. О., Solobutina, M. M. & Mynbaeva, A. K. (2016). The Development of Anticipatory Abilities in the Foreign Language Learning. Mathematics Education, 11(1), 13-21. Thorndike, E. L. (1920). Intelligence and its uses. Harper’s Magazine, 140, 227–235. Wharam, J. (2009). Emotional Intelligence: Journey to the Centre of Yourself. John Hunt Publishing. p161. Young, R. A. & Lalande, V. (2011). Canadian counselling psychology: From defining moments to ways forward. Canadian Psychology, 52(4), 248–255. Zaitseva, N. A. (2013). The role of education system in adaptation of graduates from Russian institutes and colleges at European enterprises (by example of service companies). Middle East Journal of Scientific Research, 13(5), 693-697. Zalyaeva, E. O. & Solodkova, I.M. (2014). Teacher-student collaboration: Institute of Economics and Finance Kazan Federal University Approach. Procedia - Social and Behavioral Sciences, 152, 1039-1044. Zarezade T. (2013). The Effect of Emotional Intelligence in English Language Learning. Procedia-Social and Behavioral Science, 84, 1286–1289. Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. Self-regulated learning and academic achievement: Theoretical perspectives, 2, 1–37. |
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Human Resources Management in Educational Faculties of State Universities in TurkeySevim ÖZTÜRK
pp. 931-948 | DOI: 10.12973/ijese.2016.503a | Article Number: ijese.2016.073
Abstract This study aims to evaluate the human resources management in the faculties of education of state universities in Turkey within the context of Human Resources Management Principles. The study population consisted of 40 academic members in the faculties of education of 20 different state universities and 10 academic unit administrators at different positions. Data were collected through semi-structured interviews and analyzed using descriptive and content analysis. The findings showed that the academicians generally consider that these principles are not sufficiently taken into consideration during administrative implementations. It was found that human resources management is shaped according to the administrative cultures of faculties, personal characteristics, democratic attitudes and understandings of the administrators, and consciousness and awareness of the administered people and therefore significant differences exist between the faculties; and human resources management culture has not developed at all in many faculties. Keywords: administration, principles of management, administrative culture, academician, academic unit administrator. References Açıkalın, A. (1999). İnsan Kaynağının Yönetimi – Geliştirilmesi. PegemA Yayıncılık, Ankara, 1999 Argon, T. & Eren, A. (2004). İnsan Kaynakları Yönetimi, Nobel Yayın Dağıtım. Aykaç, B. (1999). İnsan Kaynakları Yönetimi ve İnsan Kaynaklarının Stratejik Planlaması. Nobel Yayın Dağıtım, Ankara, 1999. Baysal, A.C. (1993). Çalışma Yaşamında İnsan. İ.Ü. İşletme Fakültesi Yayınları, No: 225, İstanbul. Can, H. & Kavuncubaşı Ş. (2005). Kamu ve Özel Kesimde İnsan Kaynakları Yönetimi. Siyasal Kitabevi, Ankara, 2005. Canman, D. (1995). Çağdaş Personel Yönetimi. TODAİE, Ankara, 1995. Carnall, C. and Maxwell, S. (1993). Management Principles and Policy. Hertford Shire: ICSA Drucer, P. (1992). Gelecek İçin Yönetim. Çev. Fikret Üçcan. Türkiye İş Bankası Kültür Yayınları, Ankara, 1992. Fındıkçı, İ. (2000). İnsan kaynakları Yönetimi. Alfa Yayınevi, İstanbul, 2000. Flippo, E.B. (1985). Personnel Management. McGraw Hill Book Company, Singapoure. French, W. (1993). Human Resource Management. Houghton Mifflin Company, Boston. Jakson, T. (1994). Managing Human Resources in Europe: Cross-Cultural Issues and Problems, ANDCP Personnel, No: 354, October, 1994 Publishing Limited. Schwartz, D. (1980). Introduction to Management. Brace Javanovich, İnc., New York. Tutum, C. (1979). Personel Yönetimi. TODAİE Yayını, No: 179, Ankara. |
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A Study on Preservice Preschool Teachers’ Recycling Intentions in Relation to Parents’ Educational Level and Recycling OpportunitiesDeniz Kahriman Öztürk
pp. 949-956 | DOI: 10.12973/ijese.2016.504a | Article Number: ijese.2016.074
Abstract Preservice preschool teachers’ intentions to recycling and influential factors in their intentions were analyzed in this study through Theory of Planned Behavior (TPB). The data of the study were collected from 181 preservice preschool teachers via a survey to measure their attitude, subjective norms, perceived behavioral control, and intention regarding recycling. After three steps of analyses, the results indicated that preservice preschool teacher exhibited high scores on the level of attitude, subjective norms, and intention compared to perceived behavioral control. On the other hand, perceived behavioral control was shaped by recycling opportunities in their childhood, college campus and city that they live in. And finally, the linear combination of recycling attitudes, subjective norms, and perceived behavioral control were found to be significantly related to their intentions. These predictors were explained 25% of variance in preservice preschool teachers’ behavioral intentions on recycling.
Keywords: preservice preschool teachers, recycling behavior, recycling intentions, recycling opportunities, theory of planned behavior (TPB). References Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes 50, 179-211. Ajzen, I. (2005). Attitudes, personality and behavior (2nd Edition), McGraw-Hill, Milton-Keynes, England: Open University Press. Ajzen, I., & Driver, B. L. (1992). Application of the theory of planned behavior to leisure choice. Journal of Leisure Researc, 24, 207- 224. Bagozzi, R., & Dabholkar, P. (1994). Consumer recycling goals and their effect on decisions to recycle: A means-end chain analysis. Psychology and Marketing 11, 313-340. Boldero, J. (1995). The prediction of household recycling of newspapers: The role of attitudes, intentions, and situational factors. Journal of Applied Social Psychology 25, 440-462. Cheung, S. F., Chan, D., & Wong, Z. (1999). Reexamining the theory of planned behavior in understanding wastepaper recycling. Environment & Behavior 31, 587-612. Davis, J. (Ed.). (2014). Young children and the environment. Cambridge University Press. Elliott, S., & Davis, J. (2009). Exploring the resistance: An Australian perspective on educating for sustainability in early childhood. International Journal of Early Childhood 41(2), 65-77. Gough, A. (2006). A long, winding (and rocky) road to environmental education for sustainability in 2006. Australian Journal of Environmental Education 22(01), 71-76. Hopper, J. R., & Nielsen, J. M. (1991). Recycling as altruistic behavior: Normative and behavioral strategies to expand participation in a community recycling program. Environment and Behavior 23, 195-220. Knabe, A. (2012). Applying Ajzen's theory of planned behavior to a study of online course adoption in public relations education. Unpublished doctoral dissertation. Marquette University. Meadows, D. H., Meadows, D. L., Randers, J., & Behrens, W. W. (1972). The limits to growth. New York, 102. Samuelsson, I. P. (2011). Why we should begin early with ESD: The role of early childhood education. International Journal of Early Childhood 43(2), 103-118. Tekkaya, C. Kılıç, D. S., & Şahin, E. (2011a, April). Explaining recycling with the theory of planned behavior: Recycling survey for a sustainable campus. In Turkish: Geridonusum davranisinin planlanmis davranis teorisi ile aciklanmasi: surdurulebilir bir kampus icin geri donusum anketi. Paper presented at the 2nd International Conference on New Trends in Education and Their Implications (ICONTE), Antalya, Turkey. Tekkaya, C., Kiliç, D. S., & Sahin, E. (2011b). A study on teacher candidates’ recycling behaviors: A model approach with the Theory of Planned Behavior. Western Anatolia Journal of Educational Sciences 29-36. Tilbury, D., Coleman, V., & Garlick, D. (2005). A national review of environmental education and its contribution to sustainability in Australia: School education. Department for the Environment and Heritage, and Australian Research Institute in Education for Sustainability. Turkish Statistical Institute [Turkiye Istatistik Kurumu], (2012). Waste Disposal and Recycling. UNESCO. (1992). Agenda 21 – Report of the United Nations Conference on Environment and Development. Chapter 36. Promoting education, public awareness and training UNESCO. UNESCO. (1997). Educating for a sustainable future: A trans-disciplinary vision for concerted action. Retrieved October 5, 2010 from http://unesdoc.unesco.org/images/0011/001106/110686eo.pdf Vining, J., & Ebreo, A. (1992). Predicting recycling behavior from global and specific environmental attitudes and changes in recycling opportunities. Journal of Applied Social Psychology, 22, 1580-1607. Vining, J., Linn, L., & Burdge, R. J. (1992). Why Recycle? A Comparison of recycling motivations in four communities. Environmental Management, 16, 785-797. WCED. (1987). Report of the World Commission on Environment and Development. General Assembly Resolution 42/187, 11 December 1987. |
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Determination of Instructional Leadership AdministratorsBehcet Öznacar & Elif Osma
pp. 957-972 | DOI: 10.12973/ijese.2016.505a | Article Number: ijese.2016.075
Abstract This research, based on observations of teacher candidates in prep school educations and secondary schools the instructional leaders of executive managers who aim at investigating a research study descriptive nature. General screening model is used for the study. The research population in the Near East University in the Faculty of Education, teacher training course sections, the school experience (teaching to the practice of) 250 is composed of teacher candidates. Şişman (2004)’s "Teaching Leadership Roles Scale", was used as a data collection tool. Instructional Leadership Role Scale which was developed by Sişman (2004) composed of 50 items and 5 sub-dimensions with 5 pieces of the Likert form. The mean (X), standard deviation (SD), independent groups t-test, one-way analysis of variance (Anova) technique have been used for the analysis of the data obtained. According to the findings, administrators to teachers' instructional leadership based on gender does not contain a statistically significant difference. According to sections of pre-service teachers in the instructional leadership of managers show a statistically significant difference. Keywords: leadership, instructional leadership, administrator, teacher candidates, pre-school educational institution. References Akgün, N. (2001) “İlköğretim Okulu Müdürlerinin Öğretimsel Liderliği”. Yayınlanmamış Doktora Tezi. Bolu: A.İ.B.Ü. Sosyal Bilimler Enstitüsü. Aksoy, E. ve H. Işık. (2008). “İlköğretim Okul Müdürlerinin Öğretim Liderliği Rolleri”. Sosyal Bilimler Dergisi 19, 235-249. Anderson, L. W., & Pigford, A. B. (1987). Removing administrative impediments to instructional improvement efforts. Theory into Practice, 26(1), 67-71. Aydın, M. (2000). Eğitim Yönetimi. Hatipoğlu Yayıncılık, Ankara. Balay, R. (2003) 2000’ li Yıllarda Sınıf Yönetimi. Sandal Yayınları, Ankara. Balcı, A. (2002). Etkili Okul ve Okul Geliştirme. Kuram, Uygulama ve Araştırma. Ankara: Pegem A Yayıncılık, 3. Baskı. Başaran, İ. E.,1993, Eğitim Yönetimi, Kadıoğlu Matbaası, 3.Basım, Ankara. Başaran, İ.E. (1994). Eğitim Yönetimi. Turhan Kitabevi, Ankara. Blase, J., & Blase, J. (2000). Effective instructional leadership: Teachers' perspectives on how principals promote teaching and learning in schools. Journal of Educational Administration, 38(2), 130-141. Bursalıoğlu, Z. (1975) Eğitim Yöneticilerinin Yeterlikleri: İlköğretim Okul Müdürlerinin Yeterliklerine İlişkin Bir Araştırma. Ankara Üniversitesi Eğitim Fakültesi, Ankara. Can, N. (2007). İlköğretim Okulu Yöneticisinin Bir Öğretim Lideri Olarak Yeni Öğretim Programlarının Geliştirilmesi ve Uygulanmasındaki Yeterliliği. Eğitimde Kuram ve Uygulama 3(2): 228-244. Celep. C. (2004). Dönüşümsel Liderlik. Ankara: Anı Yayıncılık. Cerit, Y. (2001). Bilgi Toplumunda İlköğretim Okulu Müdürlerinin Rolü. Bolu: Doktora Tezi A.İ.B.Ü. Sosyal Bilimler Enstitüsü. Çağlar, A. (2004). Yirmi birinci Yüzyılda Okulun Değişen Rolü ve Yeni Eğilimlere ilişkin İyimser Bazı Görüşler. (Ed: O. Oğuz, A. Oktay ve H. Ayhan). 21. Yüzyılda Eğitim ve Türk Eğitim Sistemi. İstanbul: Dem Yayınları. Cemaloğlu, N. (2007). Okul Yöneticilerinin Liderlik Stillerinin Farklı Değişkenler Açısından İncelenmesi. Türk Eğitim Bilimleri Dergisi 5(1): 73-112. Çalık, C. ve E. T. Şehitoğlu, (2006). Okul Müdürlerinin İnsan Kaynakları Yönetimi İşlevlerini Yerine Getirebilme Yeterlikleri. MEB Dergisi 170, 94-109 Çalık, T. (2003). Yönetimde Problem Çözme Teknikleri. Ankara: Nobel Yay. Çelik, V. (1999). Eğitimsel Liderlik. Doğuş Matbaası, Ankara Çelik, V. (2003) Eğitimsel Liderlik. Pegem A yayıncılık, 3.Baskı, Ankara., Çetinkanat, A.C., (1988). Örgütsel İklim ve İs Doyumu. Doktora Tezi. Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara Çelik, V. (2007). Eğitimsel Liderlik, Pegem A Yayıncılık, Ankara. Erçetin, Ş.Ş. (2000). Lider Sarmalında Vizyon. Ankara: Nobel Yayın Dağıtım. Erdoğan, İ. (2000). Okul Yönetimi ve Öğretim Liderliği. Sistem Yayıncılık, İstanbul. Eren, E.(1993). Yönetim Psikolojisi. İstanbul. İşletme Ekonomi Dizisi: Eren, E. (2001) Örgütsel Davranış ve Yönetim Psikolojisi. İstanbul: Beta Basım Yayım, 7. Baskı. Elma, C. (2004). Öğrenen Örgütlerde Takım Çalışması. (Ed: K. Demir ve C. Elma). Öğrenen Örgütler. Ankara: Sandal Yayınları. Gümüşeli, A. İ. (1996). İstanbul İlindeki İlköğretim Okulu Müdürlerinin Öğretim Liderliği Davranışları. Doçentlik Tezi. İstanbul Yıldız Teknik Üniversitesi, Fen Edebiyat Fakültesi. Hallinger, P., & Murphy, J. (1985). Assessing the instructional management behavior of principals. The Elementary School Journal, 86(2), 217-247. Harchar, R. L. & Hyle, A.E. (1996). Colloboratyive Power: A Grounded Theory of Administrative Instructional Leadership in the Elemantary School. Journal of the Educational Administration 34(3), s.28. İnandı,Y. ve M. Özkan. (2006). Resmi ilköğretim Okulları ve Liselerde Görev Yapan Yönetici ve Öğretmenlerin Görüşlerine Göre Müdürler Ne Derece Öğretim Liderliği Davranışları Göstermektedir?. Mersin Üniversitesi Eğitim Fakültesi Dergisi 2(2), 123-149. Karagözoğlu, G. (1977). İlköğretimde Teftiş Uygulamaları. Doktora Tezi, Ankara Üniversitesi, Ankara, s.192. Karip, E. (1998). Dönüşümcü liderlik. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 4(4), 443-465. Krug, S.E. (1992) Instructional Leadership, School Instructional Climate, and Student Learning Outcomes” Eric Document Reproduction Service. Lezotte L. W., (1992), Principal Insights From Effective Schools. Education Digest 58 (3), 14-17. Lunenburg F. C. & Ornstein A. C., (1996). Educational Administration. Concepts and Practices. Second Edition. California: Wadsworth Publishing Company. Meyer, M.J. ve R.B. Macmillan (2001) “The Principal’s Role in Transition: Instructional Leadership Ain’t What It Used To Be” Özcan, Y. (2006). İlköğretim Öğretmenlerinin İş Tatmini İle Yöneticileri İçin Algıladıkları Liderlik Davranışı Arasındaki İlişki Düzeyi. Yayımlanmamış Yüksek Lisans Tezi. Yedi Tepe Üniversitesi Sosyal Bilimler Enstitüsü. Özden, Y. (1988). Eğitimde Dönüşüm, Yeni Değerler ve Oluşumlar. Pegem Yayıncılık, Ankara. Özden, Y. (2000). Eğitimde Yeni Değerler. Pegem Yayıncılık, Ankara. Özdemir, S.ve F. Sezgin, (2002). Etkili Okullar ve Öğretim Liderliği. KTMÜ Sosyal Bilgiler Dergisi Sayı: III. Polat, E. (1997). İlkokul ve İlköğretim Birinci Kademe Okullarında Görev Yapan Öğretmenlerin Okul Müdürünün Öğretimsel Liderlik Rolüne İlişkin Algı ve Beklentileri (Kars Örneği). Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, Eğitim Yönetimi ve Denetimi Programı Yayımlanmamış Yüksek Lisans Tezi, İzmir Sarıtaş, M. (2005). Öğretmen Veli Görüşmelerinin Yönetimi. Sınıf Yönetimi. (Ed: M. Şişman ve S. Turan). Ankara: Öğreti Pegem A Yayınları. Senge, Peter M. (2004). Beşinci Disiplin. İngilizceden Çeviren: Ayşegül İldeniz-Ahmet Doğukan. İstanbul: Yapı Kredi Yayınları. Sergiovanni, T. J. & Robert J. S (1993). Supervision A Redefinition, United States. Sullivan G R. & Harper M. V., (1997). Umut Bir Yöntem Olamaz. (Çeviren: Ayse Bilge Dicleli). Ankara: Boyner Holding Yayınları. Supovitz, J.A. ve S.M. Poglinco (2001). Instructional Leadership in a Standards-based Reform. Consortium for Policy Research in Education, Sişman, M. (1997). Öğretim Liderliği. Araştırma Raporu. Eskişehir: Osmangazi Üniversitesi Fen Edebiyat Fakültesi. Sişman, M. (2004). Öğretim Liderliği. Pegem A Yayıncılık Ankara:, 2. Baskı Şişman, M. (2002). Öğretim Liderliği, Pegem Yayıncılık, Ankara. Tahaoğlu, F.,Gediklioğlu, T. (2009). İlköğretim Okulu Müdürlerinin Liderlik Rolleri. Kuram ve Uygulamada Eğitim Yönetimi Dergisi 15(58), 274-298. Tanrıöğen, A. (1988). Okul Müdürünün Etkililiği ile Morali Arasındaki İlişkiler. Yayımlanmamış Doktora Tezi, Hacettepe Üniversitesi, Ankara. Taymaz, H.(1989). Uygulamalı Okul Yönetimi. E.B.F. Yayını, Ankara. TDK., (2000), Türk Dil Kurumu Okul Sözlüğü. İkinci Baskı. Ankara: Türk Dil Kurumu Yayınları. Tıkır N. (2005) İlköğretim Okulu Müdürlerinin Öğretimsel Liderlik Davranışlarıyla Duygusal Zekâları Arasındaki İlişkinin İncelenmesi (Gaziantep İli Örneği). Gaziantep Üniversitesi, Sosyal Bilimler Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı. Gaziantep.
Tonbul, Y. (2002). İlköğretim Okulu Öğretmen ve Yöneticilerine Dönük Ödüllendirme Uygulamaları Etkililiği ve Öğretim Performansına Dayalı Öğretmen Ödüllendirme Yaklaşımı. Yayınlanmamış Doktora Tezi. İzmir: Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü. Yıldız, K.,Buyrukcu, F. (2005). Aday Öğretmenlerin Mesleki Beklentilerine İlişkin Görüşleri. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, Sayı:10, 2005. Yilmaz, E. (2010). İlköğretim Okulu Müdürlerinin Öğretimsel Liderlik Rolleri İle Etkili Okul arasındaki İlişkinin Değerlendirilmesi. Yayınlanmamış Yüksek Lisans Tezi. Ankara: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü. Wong, P. M., & Wong, C. S. (2005). Promotion criteria and satisfaction of school teachers in Hong Kong. Educational Management Administration & Leadership, 33(4), 423-447. |
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Effects of Short Term Camp Periods on Aerobic and Anaerobic Performance Parameters in Ice Hockey National Team AthletesSerdar Eler
pp. 973-977 | DOI: 10.12973/ijese.2016.507a | Article Number: ijese.2016.076
Abstract This study was conducted for determining the effects of trainings, applied to athletes during short term camp period, on their aerobic and anaerobic performance. Measurements were made by the participation of 28 volunteer male ice hockey national team players. During the 15-day camp period, 10-minute running and stretching for warming and then 40-minute jogging practice was performed in the mornings, and at evenings, following warming and stretching for the same lengths, general strength practices were applied. On the first and last day of the camp period, after making body weight and height measurements, respectively, the Running-Based Anaerobic Sprint Test (RAST) and 20m shuttle running tests were performed. The obtained data were evaluated by the paired-t test. As a result of the study, when the two measurements were compared, there was no significant difference found between speed, maximal oxygen consumption (VO2max) and fatigue index (FI) (p>0,05); significant differences were found between the two measurements in heart rate (HR) during maximal loading (p<0,05). Based on these results; it was concluded that although trainings performed during short term camp period lowered number of heart beats at maximal running speed, this time was not sufficient for developing performance. Keywords: RAST, 20m shuttle run, performance, ice hockey. References Astrand, P.O. & Rodahl, K. (1986). Textbook of Work Physiology. Newyork: McGraw-Hill Book. Bompa, T.O. (2003). Theory & Methodology of Training, Hunt publishing. Carey, D.G., Drake, M.M., Piliego, G.J. & Raymond, R.L. (2007). Do hockey players need aerobic fitness? Relation between V02max and fatigue during high-intensity intermittent ice Skating. J Strength Cond Res. 21, 963-966. Costill, D.L., Thomason, H., Robert, E. (1973). Fractional utilization of the aerobic capacity during distance running. Med Sci Sport Exer, 5: 248-52. Cox, M.H., Miles, D.S., Verde, T.J., & Rhodes, E.C. (1995). Applied physiology of ice hockey. Sports Med 19, 184-201. Ergen, E. (2007). Exercise Physiology Text Book. Ankara. Nobel Publishing. Hare, D. (1982). Principle of Sports Training, Berlin. Kitamura, K., Toriumi, K., Nunomura, T. & Horita, T. (1991). Relationship between HR and VO2 during steady-state and unsteady-state exercise. Jpn J Phys Fitness Sports Med 40, 372-373. Koşar, N.Ş. & Hazır, T. (1996). Reliability of Wingate anaerobic strength test. Journal of Sports Sciences 7, 21-30. Koşar, N.Ş. & Kin İşler, A. (2004). Wingate anaerobic performance profile and gender differences of university students. J Sport Sci 15, 25-38. Koz, M. & Taşdemir, G. (2009). Performance characteristics of Turkish national team male players. Sports Sciences of Clinics of Turkey 1, 67-70. MacDougall, J.D., Hicks, A.L., MacDonald, J.R., McKelvie, R.S., Green, H.J. & Smith, K.M. (1998). Muscle performance and enzymatic adaptations to sprint interval training. J Appl Physiol 84, 2138- 2142. Maud, P.J. & Shultz, B.B. (1989). Norms for the Wingate anaerobic test with comparison to another similar test. Res Q Exercise Sport 60, 144-151. Montgomery, D.L. (1988). Physiology of ice hockey. Sports Med 5, 99-126. Wadley, J.G., Le Rossignol, P. (1998). The relationship between repeated sprint ability and the aerobic and anaerobic energy systems. J Sci Med Sport 1, 100-110. Yamaji, K., Guchi, F. & Hashizume, K. (2008). Assessment to running speed at predicted maximal heart rate in trained runners. Adv Exerc Sports Physiol 13, 101-106. Zahner, L., Puder, J.J., Roth, R., Schmid, M., Guldimann, R., Pühse, U., Knöpfli, M., Braun-Fahrländer, C., Marti, B., Kriemler, S. (2006). A school-based physical activity program to improve health and fitness in children aged 6-13 years (Kinder-Sportstudie KISS): study design of a randomized controlled trial. BMC Public Health 6, 147. |
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