The effectiveness of science instruction undoubtedly relies heavily on the teacher. Moreover, int... more The effectiveness of science instruction undoubtedly relies heavily on the teacher. Moreover, international guidelines for science teacher training and the standards for their competencies emphasize the adequate utilization of instructional technologies. In this light, sophisticated instruction of science demands a teacher who has a high self-efficacy perception and is fluent in the use of instructional technology during the classes. Given these motives, this quantitative correlational study examined the relationship between senior pre-service science teachers’ self-efficacy perceptions towards teaching science and their tendency to use technology in class. The study sample consisted of 91 undergraduate students enrolled in the Science Education program of a state University in the Eastern Anatolian region of Turkey. The data was collected using two Likert-type scales subjected to Pearson Correlation analysis. The findings implied a positive, although the relatively weak linear rela...
Bu calismanin amaci, arastirma-sorgulama temelli ogrenme yaklasiminin analitik kimya laboratuvari... more Bu calismanin amaci, arastirma-sorgulama temelli ogrenme yaklasiminin analitik kimya laboratuvarinda ogrenim goren fen bilimleri ogretmen adaylarinin analitik kimya basarilarina ve kimyanin makroskobik, mikroskobik ve sembolik boyuttaki bilgi duzeylerine etkisini arastirmaktir. Calisma, on-test son-test kontrol gruplu yari deneysel desen olarak tasarlanmistir. Arastirmada uygun ornekleme yontemi kullanilmistir. Katilimcilar, deney grubu 29 (24 kadin, 5 erkek), kontrol grubu ise 27 (20 kadin, 7 erkek) olmak uzere iki gruba ayrilmistir. Bu arastirmada veri toplama araci olarak ogretmen adaylarinin fiziksel-kimyasal degisimler, kimyasal tepkime turleri ve ayirma yontemleri konulariyla ilgili temel kimya bilgi duzeylerini ve ilgili kimya konularinda makroskobik, mikroskobik ve sembolik boyuttaki bilgi duzeylerini olcmek icin bes secenekli 26 maddelerden olusan Kimya Basari Testi kullanilmistir. Uygulama sonrasinda, arastirma-sorgulama temelli ogrenme yaklasimiyla egitim alan katilimcil...
The term “Virtual Reality” currently refers to a profound sensory immersion of the user in a synt... more The term “Virtual Reality” currently refers to a profound sensory immersion of the user in a synthetically generated virtual environment. It is foreseen that virtual reality will gain a substantial role in the instruction of science. In this literature review, the purpose was to investigate the research on the utilization of virtual reality in the science education context, according to several criteria. The articles published in peer-reviewed journals and academic conferences/symposiums that are available in the databases of ERIC, WOS, and Google Scholar have been reviewed. Consequently, a total of 30 eligible articles reviewed and findings presented under every respective criterion. Partially, findings revealed the dominance of journal article type publications, the USA and Turkey found to be most prominent origins, experimental studies being preferred mostly, undergraduate students and pre-service teachers were the most studied groups, the contexts of the studies were prominently...
The term “Virtual Reality” currently refers to a profound sensory immersion of the user in a synt... more The term “Virtual Reality” currently refers to a profound sensory immersion of the user in a synthetically generated virtual environment. It is foreseen that virtual reality will gain a substantial role in the instruction of science. In this literature review, the purpose was to investigate the research on the utilization of virtual reality in the science education context, according to several criteria. The articles published in peer-reviewed journals and academic conferences/symposiums that are available in the databases of ERIC, WOS, and Google Scholar have been reviewed. Consequently, a total of 30 eligible articles reviewed and findings presented under every respective criterion. Partially, findings revealed the dominance of journal article type publications, the USA and Turkey found to be most prominent origins, experimental studies being preferred mostly, undergraduate students and pre-service teachers were the most studied groups, the contexts of the studies were prominently...
Concerning science education, current implementations and trending practices based on last 50 yea... more Concerning science education, current implementations and trending practices based on last 50 years of investigations focus on the inquiry based learning (IBL) and its practical applications. IBL that is based on constructivist approach is a student-centered learning and its implementation is supported in natural and social sciences. The proper application of this learning approach in science classroom has a great importance to achieve requirements of the 21st century education. According to the literature, it was determined that both pre-service and in-service teachers have difficulties in applying this learning approach. Therefore, more research is needed on improving of the IBL and its practical applications to promote theoretical understanding of pre-service science teachers (PSTs). For those matters, the purpose of this research was to investigate, a. Whether the effect of IBL analytical chemistry laboratory instruction on PSTs’ academic achievement in physical-chemical reactions, reaction types and separation methods as chemistry topics when compared to traditional analytical chemistry laboratory instruction (TACLI). b. Whether the effect of IBL analytical chemistry laboratory instruction on PSTs’ knowledge of macroscopic, microscopic, and symbolic levels for some arranged chemistry topics compared to TACLI. The study was carried out 48 PSTs. Pre-test-post-test control group as the type of quasi experimental design was conducted. Chemistry Achievement Test consisting of 26 multiple-choice questions was applied as data collection instrument to evaluate PSTs’ knowledge of macroscopic, microscopic, and symbolic levels for some arranged chemistry topics. The implementation process was performed in three types of inquiry process in the experiment group (EG). These processes were a) structured inquiry process which was applied with provided necessary materials, and clearly expressing the aim of using them to solve daily life problems, b) guided inquiry process conducted on a given daily life problem situation, and c) open inquiry process related with PSTs daily life problem situations which they search for answers to tackle them. In addition, a guidebook which consists of course content which was pre-determined by researchers, experiments implementation methods, and the reactions of the actual chemical events is given to control group (CG) in the course process. After treatments, IBL laboratory instruction was more effective than traditional laboratory instruction regarding PSTs’ academic achievement. EG was more successful than CG regarding knowledge at macroscopic level in those topics. Although there was no statistical difference between EG and CG regarding microscopic and symbolic levels, the percentage of correct answers in EG was higher than participants in CG.
The effectiveness of science instruction undoubtedly relies heavily on the teacher. Moreover, int... more The effectiveness of science instruction undoubtedly relies heavily on the teacher. Moreover, international guidelines for science teacher training and the standards for their competencies emphasize the adequate utilization of instructional technologies. In this light, sophisticated instruction of science demands a teacher who has a high self-efficacy perception and is fluent in the use of instructional technology during the classes. Given these motives, this quantitative correlational study examined the relationship between senior pre-service science teachers’ self-efficacy perceptions towards teaching science and their tendency to use technology in class. The study sample consisted of 91 undergraduate students enrolled in the Science Education program of a state University in the Eastern Anatolian region of Turkey. The data was collected using two Likert-type scales subjected to Pearson Correlation analysis. The findings implied a positive, although the relatively weak linear rela...
Bu calismanin amaci, arastirma-sorgulama temelli ogrenme yaklasiminin analitik kimya laboratuvari... more Bu calismanin amaci, arastirma-sorgulama temelli ogrenme yaklasiminin analitik kimya laboratuvarinda ogrenim goren fen bilimleri ogretmen adaylarinin analitik kimya basarilarina ve kimyanin makroskobik, mikroskobik ve sembolik boyuttaki bilgi duzeylerine etkisini arastirmaktir. Calisma, on-test son-test kontrol gruplu yari deneysel desen olarak tasarlanmistir. Arastirmada uygun ornekleme yontemi kullanilmistir. Katilimcilar, deney grubu 29 (24 kadin, 5 erkek), kontrol grubu ise 27 (20 kadin, 7 erkek) olmak uzere iki gruba ayrilmistir. Bu arastirmada veri toplama araci olarak ogretmen adaylarinin fiziksel-kimyasal degisimler, kimyasal tepkime turleri ve ayirma yontemleri konulariyla ilgili temel kimya bilgi duzeylerini ve ilgili kimya konularinda makroskobik, mikroskobik ve sembolik boyuttaki bilgi duzeylerini olcmek icin bes secenekli 26 maddelerden olusan Kimya Basari Testi kullanilmistir. Uygulama sonrasinda, arastirma-sorgulama temelli ogrenme yaklasimiyla egitim alan katilimcil...
The term “Virtual Reality” currently refers to a profound sensory immersion of the user in a synt... more The term “Virtual Reality” currently refers to a profound sensory immersion of the user in a synthetically generated virtual environment. It is foreseen that virtual reality will gain a substantial role in the instruction of science. In this literature review, the purpose was to investigate the research on the utilization of virtual reality in the science education context, according to several criteria. The articles published in peer-reviewed journals and academic conferences/symposiums that are available in the databases of ERIC, WOS, and Google Scholar have been reviewed. Consequently, a total of 30 eligible articles reviewed and findings presented under every respective criterion. Partially, findings revealed the dominance of journal article type publications, the USA and Turkey found to be most prominent origins, experimental studies being preferred mostly, undergraduate students and pre-service teachers were the most studied groups, the contexts of the studies were prominently...
The term “Virtual Reality” currently refers to a profound sensory immersion of the user in a synt... more The term “Virtual Reality” currently refers to a profound sensory immersion of the user in a synthetically generated virtual environment. It is foreseen that virtual reality will gain a substantial role in the instruction of science. In this literature review, the purpose was to investigate the research on the utilization of virtual reality in the science education context, according to several criteria. The articles published in peer-reviewed journals and academic conferences/symposiums that are available in the databases of ERIC, WOS, and Google Scholar have been reviewed. Consequently, a total of 30 eligible articles reviewed and findings presented under every respective criterion. Partially, findings revealed the dominance of journal article type publications, the USA and Turkey found to be most prominent origins, experimental studies being preferred mostly, undergraduate students and pre-service teachers were the most studied groups, the contexts of the studies were prominently...
Concerning science education, current implementations and trending practices based on last 50 yea... more Concerning science education, current implementations and trending practices based on last 50 years of investigations focus on the inquiry based learning (IBL) and its practical applications. IBL that is based on constructivist approach is a student-centered learning and its implementation is supported in natural and social sciences. The proper application of this learning approach in science classroom has a great importance to achieve requirements of the 21st century education. According to the literature, it was determined that both pre-service and in-service teachers have difficulties in applying this learning approach. Therefore, more research is needed on improving of the IBL and its practical applications to promote theoretical understanding of pre-service science teachers (PSTs). For those matters, the purpose of this research was to investigate, a. Whether the effect of IBL analytical chemistry laboratory instruction on PSTs’ academic achievement in physical-chemical reactions, reaction types and separation methods as chemistry topics when compared to traditional analytical chemistry laboratory instruction (TACLI). b. Whether the effect of IBL analytical chemistry laboratory instruction on PSTs’ knowledge of macroscopic, microscopic, and symbolic levels for some arranged chemistry topics compared to TACLI. The study was carried out 48 PSTs. Pre-test-post-test control group as the type of quasi experimental design was conducted. Chemistry Achievement Test consisting of 26 multiple-choice questions was applied as data collection instrument to evaluate PSTs’ knowledge of macroscopic, microscopic, and symbolic levels for some arranged chemistry topics. The implementation process was performed in three types of inquiry process in the experiment group (EG). These processes were a) structured inquiry process which was applied with provided necessary materials, and clearly expressing the aim of using them to solve daily life problems, b) guided inquiry process conducted on a given daily life problem situation, and c) open inquiry process related with PSTs daily life problem situations which they search for answers to tackle them. In addition, a guidebook which consists of course content which was pre-determined by researchers, experiments implementation methods, and the reactions of the actual chemical events is given to control group (CG) in the course process. After treatments, IBL laboratory instruction was more effective than traditional laboratory instruction regarding PSTs’ academic achievement. EG was more successful than CG regarding knowledge at macroscopic level in those topics. Although there was no statistical difference between EG and CG regarding microscopic and symbolic levels, the percentage of correct answers in EG was higher than participants in CG.
Bu çalışmanın amacı; fen bilimleri öğretmen adaylarının özel öğretim yöntemleri dersi kapsamında ... more Bu çalışmanın amacı; fen bilimleri öğretmen adaylarının özel öğretim yöntemleri dersi kapsamında öğrendikleri öğretim yöntem ve modellerini uygulamaya aktarabilme durumunu araştırmaktır. Bu çalışmada özel durum yöntemi kullanılmıştır. Çalışma, 2015-2016 eğitim-öğretim bahar yarıyılında öğrenim gören üçüncü sınıf fen bilimleri 47 öğretmen adayı ile yürütülmüştür. Bu kapsamda öğretmen adayları öncelikli olarak 2-3 kişilerden oluşan gruplara bölünmüşlerdir. Bu gruplara tamamen rastgele bir şekilde daha önceden belirlenmiş 5 farklı öğretim modeli/yöntemi verilmiştir. Öğretmen adaylarına ortaokul altıncı sınıf Fen Bilimleri dersi ünite bölümleri dağıtılmıştır. Fen bilimleri öğretmen adaylarına bir ders saati (45 dakika) süre verilerek, öğretim modelini/yöntemine göre ders anlatmaları istenmiştir. Çalışmada veriler, yarı yapılandırılmış mülakat ve Holistik Rubrik ile toplanmıştır. Rubrik ile elde edilen veriler frekans ve yüzdelik hesaplamalarla yapılmış, mülakat verileri ise nitel araştırma teknikleri kullanılarak analiz edilmiştir. Fen bilimleri öğretmen adaylarının konuyla ilgili dikkat çekici etkinlik bulmada zorlandıkları, konuyu günlük yaşam ile ilişkilendiremedikleri, materyal geliştiremedikleri ve yöntemin nasıl uygulanacağına dair güçlük çektiklerinin sonucuna varılmıştır.
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