6TH GRADE SCIENCE ABILITY TEST VALIDITY AND RELIABILITY RESEARCH, 2022
The aim of this research is to develop a test to determine the Science ability of 6th grade stude... more The aim of this research is to develop a test to determine the Science ability of 6th grade students. For this purpose, taking into consideration the 6th grade Science course outcomes; ability test was developed and validity and reliability studies were conducted. In the study, the steps of determining the purpose of the test, determining the properties to be measured, writing the items, reviewing the items, preparing the trial form, applying the trial form, scoring the test, item analysis and selection, and the final form of the test were followed, respectively. The study group of the research consists of 295 students studying in two different schools. According to the findings, item difficulty indexes of the questions in the developed ability test ranged between 0.26 and 0.80, while item discrimination indexes varied between 0.32 and 0.68. Item-total correlations of questions take values between 0.27 and 0.51. While the overall difficulty coefficient of the questions in the test was 0.53, the discrimination index was calculated as 0.47. The KR-20 reliability coefficient calculated for the reliability of the test was 0.84, and the split-half value was 0.71. It can be said that the ability test developed in line with all these results is valid and reliable.
Bu calismanin amaci fen bilgisi ogretmen adaylarinin mitoz ve mayoz bolunmeye iliskin kavram yani... more Bu calismanin amaci fen bilgisi ogretmen adaylarinin mitoz ve mayoz bolunmeye iliskin kavram yanilgilarinin model olusturma yaklasimini veri toplama yolu olarak kullanilarak belirlenmesidir. Arastirmaya 1. ve 2. sinif duzeyinde ogrenim goren 105 fen bilgisi ogretmeni adayi katilmistir. Arastirmada enlemesine tarama yontemi kullanilmistir ve veri toplama amaciyla “Mitoz-Mayoz Bolunme ile Ilgili Kavram Yanilgilarini Belirleme Envanteri” kullanilmistir. Arastirmanin bulgulari ogretmen adaylarinin sahip oldugu kavram yanilgilarinin; olusan hucre sayilarina, kromozom sayisi degisimlerine, krossing-over, tetrat olusumu, kalitsal cesitlilik, kromozom, kromatit, kromatin iplikcigi, sentrozom, sentriyol ve cekirdek kavramlari etrafinda odaklandigini gostermistir. Bu calismada model olusturma yoluyla elde edilen bulgularin sagladigi en onemli avantajlardan biri hem zihinsel hem de sozel ifade durumlarini ayni anda veri olarak elde edebilme ve daha derin veri elde etme imkâni olmustur.
İnönü University Journal of the Faculty of Education, 2020
The aim of this study is to investigate the constructivist learning environment perceptions and m... more The aim of this study is to investigate the constructivist learning environment perceptions and metacognition awareness levels of secondary school students in terms of gender and grade level variables and to determine the relationship between them. Participants of the study using the survey model consisted of 207 secondary school (100 female, 107 male) students. As data collection tools, Constructivist Learning Environment Scale which was developed by Arkün and Aşkar (2010) and Metacognitive Awareness Inventory which was developed Sperling, Howard, Miller and Murphy (2002) and adapted to Turkish by Aydın and Ubuz (2010) are used. The F Test and Simple Linear Regression analysis were used to analyze the data. According to the survey constructivist learning environment by gender perceptions according to the F test results compared to "Current Related" and "Different Perspectives" subscales female students favor significant difference was observed. The metacognition awareness levels of the students did not differ significantly according to gender. Another noteworthy result of the study was that there was no significant difference between students' constructivist learning environment perceptions according to class level variable, while metacognition awareness levels differed significantly according to class level variable. A high level relationship was found between secondary school students' constructivist learning environment perceptions and metacognition awareness levels.
This study was conducted for the purpose of determining the dominant learning styles of gifted st... more This study was conducted for the purpose of determining the dominant learning styles of gifted students and their non-gifted peers and detecting the correlations of their learning styles according to variables of gender, class level and age interval. The study was conducted with 187 gifted students (87 girls, 100 boys) receiving education in the Malatya Science and Art Center and 188 students (96 girls, 92 boys) attending public schools in the fall term of the academic year of 2018-2019. Accordingly, Kolb Learning Style Inventory-III (KLSI-III), which was developed by Kolb (1999) and adapted into Turkish by Gencel (2007) and tested in terms of validity and reliability, was used in the study for the purpose of determining the learning styles of students. Reliability coefficients for the subscales of the scale were found in the interval of 0.69 and 0.75. The data were analyzed using descriptive statistics and chi-square test. According to the results of the study, it was observed that the dominant learning styles of the gifted students who participated in the study were “Accommodating” (35.3%), “Converging” (27.8%) and “Diverging” (25.1%); whereas, the dominant learning styles of non-gifted peers were “Converging” (45.7%) and “Accommodating” (27.1%). It was observed that the learning styles of the students did not significantly differentiate in both of the student groups according to gender, class level, and age interval.
Özet Bu araştırmada fen bilgisi öğretmen adaylarının öğrenme stilleri belirlenerek, biyoloji başa... more Özet Bu araştırmada fen bilgisi öğretmen adaylarının öğrenme stilleri belirlenerek, biyoloji başarıları ile öğrenme stilleri arasındaki ilişkinin incelenmesi amaçlanmıştır. Araştırmanın çalışma grubunu, 2017-2018 eğitim öğretim yılının bahar yarıyılında, bir devlet üniversitesinin Eğitim Fakültesinde öğrenim gören ve Genel Biyoloji-II dersini alan 89 (68 kadın, 21 erkek) fen bilgisi öğretmen adayı oluşturmaktadır. Bu doğrultuda öğretmen adaylarının öğrenme stillerini belirlemek amacıyla, Kolb (1999) tarafından geliştirilen, Evin Gencel (2007) tarafından Türkçeye uyarlanarak geçerlik ve güvenirlik çalışmaları yapılan Kolb Öğrenme Stili Envanteri-III (KÖSE-III) kullanılmıştır. Analiz sonuçları incelendiğinde öğretmen adaylarının en çok " Ayrıştıran " ve " Özümseyen " öğrenme stiline sahip oldukları tespit edilmiştir. Farklı öğrenme stillerine sahip öğretmen adaylarının, biyoloji başarıları arasında fark olup olmadığı incelendiğinde, farkın değiştiren ve ayrıştıran öğrenme stillerine sahip öğrencilerin puanları ile değiştiren ve özümseyen öğrenme stillerine sahip öğrencilerin puanları arasında olduğu sonucuna varılmıştır. Fen bilgisi öğretmen adaylarının öğrenme stilleri cinsiyet, sınıf düzeyi ve mezun olunan lise türüne göre anlamlı bir şekilde farklılaşmamıştır. Anahtar Sözcükler: Kolb öğrenme stili, fen bilgisi öğretmen adayı, genel biyoloji dersi, akademik başarı. Abstract In this research, it was aimed to examine the relationship between biology achievements and learning styles by determining learning styles of science teacher candidates. The sample group of the study consisted of 89 (68 women, 21 men) science teacher candidates studying in the education faculty of a state university and taking the General Biology-II course in spring semester of the academic year of 2017-2018. Accordingly, Kolb Learning Style Inventory-III (KLSI-III), which was developed by Kolb (1999) and was adapted into Turkish by Evin Gencel (2007) by conducting validity and reliability study, was used in order to determine the learning styles of the teacher candidates. When the analysis results were examined, it was determined that the teacher candidates had mostly the "Converging" and "Assimilating" learning styles. When the differences between the biology achievements of the teacher candidates with different learning styles were examined, it was concluded that the difference between the scores of the students with the diverging and converging learning styles and the scores of the students with the diverging and assimilating learning styles. The learning styles of the science teacher candidates did not differ significantly according to gender, class level and the high school type, the students graduated from.
Bu çalışmanın amacı fen bilgisi öğretmen adaylarının mitoz ve mayoz bölünmeye ilişkin kavram yanı... more Bu çalışmanın amacı fen bilgisi öğretmen adaylarının mitoz ve mayoz bölünmeye ilişkin kavram yanılgılarının model oluşturma yaklaşımı kullanılarak veri toplama yoluyla belirlenmesidir. Araştırmaya 1. ve 2. sınıf düzeyindeki 105 fen bilgisi öğretmeni adayı katılmıştır. Araştırmada enlemesine tarama yöntemi kullanılmıştır ve veri toplama amacıyla " Mitoz-Mayoz Bölünme ile İlgili Kavram Yanılgılarını Belirleme Envanteri " kullanılmıştır. Araştırmanın bulguları öğretmen adaylarının sahip olduğu kavram yanılgılarının; oluşan hücre sayılarına, kromozom sayısı değişimlerine, krossing-over, tetrat oluşumu, kalıtsal çeşitlilik, kromozom, kromatit, kromatin iplikçiği, sentrozom, sentriyol ve çekirdek kavramları etrafında odaklandığını göstermiştir. Bu çalışmanın en önemli özelliklerinden biri zihinsel betimlemeler ve sözel ifadelerin aynı anda veri olarak elde edebilmesiyle daha derin veri elde etme imkânı oluşturmasıdır. Anahtar Kelimeler: Kavram yanılgıları, Fen bilgisi öğretmeni adayları, Mitoz, Mayoz GİRİŞ Eğitim sistemimizde fen bilimleri dersi programının amacı öğrencilerin bilişsel, üst-bilişsel, duyuşsal ve psiko-motor alanda birçok kazanım elde etmelerini sağlamaktır(MEB, 2013). Bu kazanımların gerçekleştirilmesi sırasında öğrenciler, başarılarını olumsuz olarak etkileyen birçok durumla karşı karşıya kalırlar. Kavram yanılgıları bu olumsuzluklardan biridir. Öğrencinin öğrenme ortamında karşılaşacağı kavram yanılgılarını önleyebilmek için, oluşan kavram yanılgılarının önceden tespit edilmesi ve kullanılacak öğretim etkinliklerinin bu yanılgılardan etkilenmemesi öğretim planı içerisinde ele alınmalıdır. Çünkü kavram yanılgılarının nedenleri arasında ders esnasında gerekli kavramsal değişimin yapılamaması, ders kitapları ve öğretmen faktörü gibi etkenler yer almaktadır (Yağbasan & Gülçiçek, 2003). Bunun için öğretimi planlayan öğretmenin kavram yanılgılarını bilmesi ve dersi bu bilinçle planlaması istenilen amaçlara ulaşılması açısından önemlidir. İyi planlanamayan öğretim süreci içerisinde, kavram öğrenimi sırasında öğrencilerde, bir takım ek yanılgılar oluşur. Bu yanılgıların önüne geçebilmek için kavramı, kavramın gerektirdiği süreçleri, kavram yanılgısını ve
ABSTRACT This meta-analysis study aims to synthesize the results of individual studies on respect... more ABSTRACT This meta-analysis study aims to synthesize the results of individual studies on respectively small samples investigating the correlations between motivation for science learning and science achievement. In this respect, six studies that published between 2000 and 2014 and examined the relationship between students' motivation for science and science achievement were included in the meta-analysis. When the participants of the related studies were taken into account, the findings from a sample group of 5903 subjects were synthesized by meta-analysis. The results of the analysis for all six studies involved suggested positive and statistically significant correlations between students' motivation for science and science achievement. The combined effect size was calculated for all studies according to both Fixed (r=-.31) and Random (r=-.32) Effect Models. When both effect size values obtained as a result of the meta-analysis study are taken into account, it can be said that as the level of motivation for the students increases, the science achievement will also increase. Likewise, success can be expected to decrease with decreased motivation.
Purpose: The purpose of this study is to develop a concrete material for teaching and changing mi... more Purpose: The purpose of this study is to develop a concrete material for teaching and changing misconceptions of prospective science teachers on mitosis. Design & Methodology: In the study, three stakeholder groups (prospective science teachers (n = 36), science teachers (n = 4) and education specialists (n = 5) were consulted for material development.
In this study, it is aimed to determine secondary school students' mental risk taking skill perce... more In this study, it is aimed to determine secondary school students' mental risk taking skill perception levels and their attitudes towards STEM, and to examine them in terms of gender and grade level variables. In addition, the relationship between students' mental risk taking skills and their attitudes towards STEM was also investigated in the study. The research was designed using descriptive and correlational survey models. The participants of the research are 294 secondary school students (154 girls, 140 boys). As a data collection tool; "Mental Risk Taking Scale" developed by Beghetto (2009) and adapted into Turkish by Yaman and Köksal (2014) and the "STEM Attitude Scale" developed by Faber, Unfried, Wiebe, Corn, Townsend, and Collins (2013) and adapted into Turkish by Yıldırım and Selvi (2015), was used. According to the results of the research, no statistically significant difference was observed between male and female students in the mental risk-taking skill perception levels of secondary school students regarding the science course. According to the grade level variable, a statistically significant difference was observed between the 5th grade students and the 7th and 8th grade students, and it was determined that this difference was in favor of the 5th grades. A statistically significant difference was found between female and male students in favor of male students in the students' attitude scores towards STEM. In terms of grade level variable, a statistically significant difference in favor of 5th grade students was observed between 5th grade students and all grade levels (6th, 7th and 8th grades). A highly significant relationship was also found between students' perceptions of mental risk-taking skills regarding the science course and their attitudes towards STEM.
In this research, it is aimed to reveal the trends and trends in the field by examining 359 studi... more In this research, it is aimed to reveal the trends and trends in the field by examining 359 studies on 21st century skills in the field of science education published between 1997-2022 in terms of bibliometrics. The study was structured on the basis of the descriptive research model. In this context, using the keyword group "21st Century Skills in Science Education", an online search was made in the Web of Science database and bibliometric data of the studies were reached. Web of Science (WoS) categories of the publications that make up the data set, publication types, numerical distribution by years, keyword network, most cited articles, most cited years, active researchers, active journals, most cited authors, active countries and active institutions were included in the research. 586 records were obtained for 21st century skills in the field of science education. Studies were analyzed as data files using the VosViewer (1.6.18) software. According to the results obtained, it was observed that the majority of the studies were in the Education/ Educational Research (f=329) category. In terms of publication type, it was determined that the most studies were in the article type (f=299), and the most studies were done in 2019. It was determined that the most frequently used keyword in the studies was "21st century skills" and the most studies were conducted in the USA.
The aim of the study is to investigate the preservice science teachers' perceptions of constructi... more The aim of the study is to investigate the preservice science teachers' perceptions of constructivist learning environment in terms of some variables and to determine its effect on academic achievement. The participants of the study using descriptive survey model consisted of students (115 females, 23 males) of a science teaching program of a public university. In the study, “Constructivist Learning Environment Scale” developed by Arkün and Aşkar (2010) was used to determine preservice teachers' perceptions of constructivist learning environment. In addition, the overall academic grade point average of the students was used as the academic achievement variable. After the data collected from preservice teachers were transferred to SPSS 24.0 package program, it was determined that the data exhibited normal distribution. Therefore, parametric test for analysis “T-test, ANOVA and Simple Linear Regression” was used. According to the results of the analysis, no significant difference was observed between the perception scores (x̄=3,88) of male teacher candidates and the perception scores (x̄=3,83) of female teacher candidates (t136=-0,482, p>.05). It was determined that the preservice science teachers' perceptions of constructivist learning environment did not differ according to class level and parent education level. As a result of simple linear regression analysis, it was seen that constructivist learning environment perception is not a significant predictor of academic achievement (F(1-136)=0,19, p>.05). In the regression equation, the significance test of the coefficient (β=2,647) of the main predictive variable shows that constructivist learning environment perception is not a significant predictor (p>.01). Keywords: Constructivist learning environment, Preservice science teachers, Academic achievement
Learning is the most important feature that distinguishes the individual from other beings. Not e... more Learning is the most important feature that distinguishes the individual from other beings. Not every individual learns, but at the same speed and level. One of the individual differences that can significantly affect the individual's learning and is discussed extensively in educational activities is the individual's learning style (Ekici ve Kurt, 2013; Kuzgun ve Deryakulu, 2017). Since individuals' awareness of their own learning styles is important for the development of their academic success and self-confidence, learning style characteristics should be determined from a young age (Yazıcılar ve Güven, 2009). This study was conducted for the purpose of determining the dominant learning styles of gifted students and their non-gifted peers and detecting the correlations of their learning styles according to variables of gender, class level and age interval. The study was conducted with 187 gifted students (87 girls, 100 boys) receiving education in the Malatya Science and Art Center and 188 students (96 girls, 92 boys) attending public schools in the fall term of the school year of 2018-2019. Accordingly, Kolb Learning Style Inventory-III (KLSI-III), which was developed by Kolb (1999) and adapted into Turkish by Evin Gencel (2007) and tested in terms of validity and reliability, was used in the study for the purpose of determining the learning styles of students. While the reliability coefficients (Cronbach α) for the dimensions of the scale ranged between 0.73 and 0.83, the reliability coefficients calculated for this study were between 0.69 and 0.75. The scale includes 12 items, which are collected under four dimensions as “Diverging”, “Changing”, “Converging” and “Accommodating”. The options in each item are scored between 1 and 4. The highest score that can be obtained from the scale is 48 and the lowest score is 12. The data were analyzed using descriptive statistics and chi-square test. According to the research findings; when the distribution of learning styles of gifted students participating in the study was examined, 35.3% (n = 66) of the students were accommodating, 27.8% (n = 52) were changing, 25.1% (n = 47) were diverging and 11.8% (n = 22) of them were converging learning style. Of the non-gifted students participating in the study, 27.1% (n = 51) were accommodating, 45.7% (n = 86) were changing, 12.8% (n = 24) were diverging and 14.4% were (n = 27) converging learning styles. Learning styles of gifted students and non-gifted peers who participated in the research did not differ significantly according to gender variable (p>.05). It was observed that female students had dominant accommodating learning style (%40,2) and male students had changing learning style (%33). Learning styles of gifted students and non-gifted peers did not differ significantly according to the grade level variable (p>.05). The dominant learning styles of gifted students according to grade level were determined as changing (%37,5), for 2nd grade level, accommodating them for 3rd, 4th, 5th and 6th grade levels (3rd grade = 33.3%; 4th grade = 33.3%; 5th grade = 41.9%; 6th grade = 62.5%) and diverging for 7th grade level. It was observed that the dominant learning styles of non-gifted students changed at all grade levels. When the change in the learning styles of gifted students and their peers according to age ranges, no significant difference was observed in both groups (p>.05). While gifted students accommodating dominant learning style (%36,1) in the 7-10 age range; The dominant learning style in the 11-14 age range was determined as diverging (%40,6). In non-gifted peers, the changing learning style that dominates both 7-10 and 11-14 age ranges. When the learning style distributions obtained in the study are examined; it was seen that gifted students preferred “accommodating” and “diverging” learning styles over their non-gifted peers. Based on these findings, teachers can develop teaching methods that take into account the learning styles by identifying what kind of learning styles students have at the beginning of the school year and contribute to effective education. Keywords: Kolb Learning Style, Gifted Students, Non-Gifted Students
Although science is a way of research based on logical thinking, problem solving and questioning;... more Although science is a way of research based on logical thinking, problem solving and questioning; it is a science that tries to define and explain the world. The objectives of science education are to enable students to understand the natural world and to give them the opportunity to experience the excitement with their intellectual richness (MEB, 2005). In this context, the school environment is considered as a limited learning environment for the Science course. Outside the school, there are many opportunities for science education. In this study, it is aimed to determine out-of-school learning environments proposed by science teacher candidates within the scope of science education. 73 (48 female, 25 male) science teacher candidates were the participants of the study. The descriptive survey model and semi-structured interview technique were used. The teacher candidates were asked to answer the question ”What are the learning environments outside the school in science education?. In addition, semi-structured interviews were conducted with 14 randomly selected teacher candidates. The opinions of prospective teachers participating in the study were reported with frequencies and percentages. According to the findings, pre-school learning environments stated by teacher candidates for science education were the most common; “forest areas” (11,8%), “zoos/ animal shelters” (10,4%), “science-technology centers / museums” (9,6%), “houses / kitchens” (7,4%), “Power plants (nuclear, hydroelectric, thermal, electricity)” (7,4%), “environment, fields, gardens” (7,4%), “giant aquariums” (6,6%), “space stations (simulators)/ observatories” (5,9%), “national parks/ nature parks” (5,2%), “scientific school trips/ nature trips” (5,2%), “water resources (dam, lake, stream)” (4,4%), “nature camps” (3,7%), “industrial zones” (3%), “construction areas” (2,2%), “science fairs” (2,2%), “factories” (2,2%), “greenhouses” (2,2%), “science cafes/ huts” (1,5%) and “libraries” (1,5%). Keywords: Science Education, Outdoor Learning Environments, Prospective Teachers
Developments in education and training bring diversity in learning environments. The class is at ... more Developments in education and training bring diversity in learning environments. The class is at the head of the places where people realize their talents, develop them, and realize their planned learning experiences on the grounds that they have the necessary knowledge and skills for the society. Therefore, it can be considered as the most important learning environment. In this study, it is aimed to determine the perceptions of prospective science teachers about the concept of class through metaphors. The prospective teachers are expected to explain their metaphors about the concept of “class” with the expression of “Class is like/ similar to………. Because…….” Thus, "What are the metaphors they use when defining the concept of science teachers class?" the answer to the problem was sought. The participants of the study consisted of 66 (44 female, 15 male, 7 missing) science teacher candidates attending İnönü University Faculty of Education Science Education program in 2018-2019 spring semester. Data collected from teacher candidates were analyzed by two researchers using content analysis method. The percentage of consistence between the researchers was calculated as 94% [Agreement / (Agreement + Difference of Opinion) *100]. A total of 45 different metaphors were obtained. The metaphors mostly used for the concept of class are grouped under the categories “Living Spaces” (f=16), “Location of Differences” (f=14), “Harvest Time” (f=8), “Working Place” (f=7), “More than Display” (f=6), “Knowledge Slot” (f=6), “Complex Space” (f=4) and “Educational Environment” (f=3) created by the researcher. Keywords: Class, Metaphor, Prospective Teachers
6TH GRADE SCIENCE ABILITY TEST VALIDITY AND RELIABILITY RESEARCH, 2022
The aim of this research is to develop a test to determine the Science ability of 6th grade stude... more The aim of this research is to develop a test to determine the Science ability of 6th grade students. For this purpose, taking into consideration the 6th grade Science course outcomes; ability test was developed and validity and reliability studies were conducted. In the study, the steps of determining the purpose of the test, determining the properties to be measured, writing the items, reviewing the items, preparing the trial form, applying the trial form, scoring the test, item analysis and selection, and the final form of the test were followed, respectively. The study group of the research consists of 295 students studying in two different schools. According to the findings, item difficulty indexes of the questions in the developed ability test ranged between 0.26 and 0.80, while item discrimination indexes varied between 0.32 and 0.68. Item-total correlations of questions take values between 0.27 and 0.51. While the overall difficulty coefficient of the questions in the test was 0.53, the discrimination index was calculated as 0.47. The KR-20 reliability coefficient calculated for the reliability of the test was 0.84, and the split-half value was 0.71. It can be said that the ability test developed in line with all these results is valid and reliable.
Bu calismanin amaci fen bilgisi ogretmen adaylarinin mitoz ve mayoz bolunmeye iliskin kavram yani... more Bu calismanin amaci fen bilgisi ogretmen adaylarinin mitoz ve mayoz bolunmeye iliskin kavram yanilgilarinin model olusturma yaklasimini veri toplama yolu olarak kullanilarak belirlenmesidir. Arastirmaya 1. ve 2. sinif duzeyinde ogrenim goren 105 fen bilgisi ogretmeni adayi katilmistir. Arastirmada enlemesine tarama yontemi kullanilmistir ve veri toplama amaciyla “Mitoz-Mayoz Bolunme ile Ilgili Kavram Yanilgilarini Belirleme Envanteri” kullanilmistir. Arastirmanin bulgulari ogretmen adaylarinin sahip oldugu kavram yanilgilarinin; olusan hucre sayilarina, kromozom sayisi degisimlerine, krossing-over, tetrat olusumu, kalitsal cesitlilik, kromozom, kromatit, kromatin iplikcigi, sentrozom, sentriyol ve cekirdek kavramlari etrafinda odaklandigini gostermistir. Bu calismada model olusturma yoluyla elde edilen bulgularin sagladigi en onemli avantajlardan biri hem zihinsel hem de sozel ifade durumlarini ayni anda veri olarak elde edebilme ve daha derin veri elde etme imkâni olmustur.
İnönü University Journal of the Faculty of Education, 2020
The aim of this study is to investigate the constructivist learning environment perceptions and m... more The aim of this study is to investigate the constructivist learning environment perceptions and metacognition awareness levels of secondary school students in terms of gender and grade level variables and to determine the relationship between them. Participants of the study using the survey model consisted of 207 secondary school (100 female, 107 male) students. As data collection tools, Constructivist Learning Environment Scale which was developed by Arkün and Aşkar (2010) and Metacognitive Awareness Inventory which was developed Sperling, Howard, Miller and Murphy (2002) and adapted to Turkish by Aydın and Ubuz (2010) are used. The F Test and Simple Linear Regression analysis were used to analyze the data. According to the survey constructivist learning environment by gender perceptions according to the F test results compared to "Current Related" and "Different Perspectives" subscales female students favor significant difference was observed. The metacognition awareness levels of the students did not differ significantly according to gender. Another noteworthy result of the study was that there was no significant difference between students' constructivist learning environment perceptions according to class level variable, while metacognition awareness levels differed significantly according to class level variable. A high level relationship was found between secondary school students' constructivist learning environment perceptions and metacognition awareness levels.
This study was conducted for the purpose of determining the dominant learning styles of gifted st... more This study was conducted for the purpose of determining the dominant learning styles of gifted students and their non-gifted peers and detecting the correlations of their learning styles according to variables of gender, class level and age interval. The study was conducted with 187 gifted students (87 girls, 100 boys) receiving education in the Malatya Science and Art Center and 188 students (96 girls, 92 boys) attending public schools in the fall term of the academic year of 2018-2019. Accordingly, Kolb Learning Style Inventory-III (KLSI-III), which was developed by Kolb (1999) and adapted into Turkish by Gencel (2007) and tested in terms of validity and reliability, was used in the study for the purpose of determining the learning styles of students. Reliability coefficients for the subscales of the scale were found in the interval of 0.69 and 0.75. The data were analyzed using descriptive statistics and chi-square test. According to the results of the study, it was observed that the dominant learning styles of the gifted students who participated in the study were “Accommodating” (35.3%), “Converging” (27.8%) and “Diverging” (25.1%); whereas, the dominant learning styles of non-gifted peers were “Converging” (45.7%) and “Accommodating” (27.1%). It was observed that the learning styles of the students did not significantly differentiate in both of the student groups according to gender, class level, and age interval.
Özet Bu araştırmada fen bilgisi öğretmen adaylarının öğrenme stilleri belirlenerek, biyoloji başa... more Özet Bu araştırmada fen bilgisi öğretmen adaylarının öğrenme stilleri belirlenerek, biyoloji başarıları ile öğrenme stilleri arasındaki ilişkinin incelenmesi amaçlanmıştır. Araştırmanın çalışma grubunu, 2017-2018 eğitim öğretim yılının bahar yarıyılında, bir devlet üniversitesinin Eğitim Fakültesinde öğrenim gören ve Genel Biyoloji-II dersini alan 89 (68 kadın, 21 erkek) fen bilgisi öğretmen adayı oluşturmaktadır. Bu doğrultuda öğretmen adaylarının öğrenme stillerini belirlemek amacıyla, Kolb (1999) tarafından geliştirilen, Evin Gencel (2007) tarafından Türkçeye uyarlanarak geçerlik ve güvenirlik çalışmaları yapılan Kolb Öğrenme Stili Envanteri-III (KÖSE-III) kullanılmıştır. Analiz sonuçları incelendiğinde öğretmen adaylarının en çok " Ayrıştıran " ve " Özümseyen " öğrenme stiline sahip oldukları tespit edilmiştir. Farklı öğrenme stillerine sahip öğretmen adaylarının, biyoloji başarıları arasında fark olup olmadığı incelendiğinde, farkın değiştiren ve ayrıştıran öğrenme stillerine sahip öğrencilerin puanları ile değiştiren ve özümseyen öğrenme stillerine sahip öğrencilerin puanları arasında olduğu sonucuna varılmıştır. Fen bilgisi öğretmen adaylarının öğrenme stilleri cinsiyet, sınıf düzeyi ve mezun olunan lise türüne göre anlamlı bir şekilde farklılaşmamıştır. Anahtar Sözcükler: Kolb öğrenme stili, fen bilgisi öğretmen adayı, genel biyoloji dersi, akademik başarı. Abstract In this research, it was aimed to examine the relationship between biology achievements and learning styles by determining learning styles of science teacher candidates. The sample group of the study consisted of 89 (68 women, 21 men) science teacher candidates studying in the education faculty of a state university and taking the General Biology-II course in spring semester of the academic year of 2017-2018. Accordingly, Kolb Learning Style Inventory-III (KLSI-III), which was developed by Kolb (1999) and was adapted into Turkish by Evin Gencel (2007) by conducting validity and reliability study, was used in order to determine the learning styles of the teacher candidates. When the analysis results were examined, it was determined that the teacher candidates had mostly the "Converging" and "Assimilating" learning styles. When the differences between the biology achievements of the teacher candidates with different learning styles were examined, it was concluded that the difference between the scores of the students with the diverging and converging learning styles and the scores of the students with the diverging and assimilating learning styles. The learning styles of the science teacher candidates did not differ significantly according to gender, class level and the high school type, the students graduated from.
Bu çalışmanın amacı fen bilgisi öğretmen adaylarının mitoz ve mayoz bölünmeye ilişkin kavram yanı... more Bu çalışmanın amacı fen bilgisi öğretmen adaylarının mitoz ve mayoz bölünmeye ilişkin kavram yanılgılarının model oluşturma yaklaşımı kullanılarak veri toplama yoluyla belirlenmesidir. Araştırmaya 1. ve 2. sınıf düzeyindeki 105 fen bilgisi öğretmeni adayı katılmıştır. Araştırmada enlemesine tarama yöntemi kullanılmıştır ve veri toplama amacıyla " Mitoz-Mayoz Bölünme ile İlgili Kavram Yanılgılarını Belirleme Envanteri " kullanılmıştır. Araştırmanın bulguları öğretmen adaylarının sahip olduğu kavram yanılgılarının; oluşan hücre sayılarına, kromozom sayısı değişimlerine, krossing-over, tetrat oluşumu, kalıtsal çeşitlilik, kromozom, kromatit, kromatin iplikçiği, sentrozom, sentriyol ve çekirdek kavramları etrafında odaklandığını göstermiştir. Bu çalışmanın en önemli özelliklerinden biri zihinsel betimlemeler ve sözel ifadelerin aynı anda veri olarak elde edebilmesiyle daha derin veri elde etme imkânı oluşturmasıdır. Anahtar Kelimeler: Kavram yanılgıları, Fen bilgisi öğretmeni adayları, Mitoz, Mayoz GİRİŞ Eğitim sistemimizde fen bilimleri dersi programının amacı öğrencilerin bilişsel, üst-bilişsel, duyuşsal ve psiko-motor alanda birçok kazanım elde etmelerini sağlamaktır(MEB, 2013). Bu kazanımların gerçekleştirilmesi sırasında öğrenciler, başarılarını olumsuz olarak etkileyen birçok durumla karşı karşıya kalırlar. Kavram yanılgıları bu olumsuzluklardan biridir. Öğrencinin öğrenme ortamında karşılaşacağı kavram yanılgılarını önleyebilmek için, oluşan kavram yanılgılarının önceden tespit edilmesi ve kullanılacak öğretim etkinliklerinin bu yanılgılardan etkilenmemesi öğretim planı içerisinde ele alınmalıdır. Çünkü kavram yanılgılarının nedenleri arasında ders esnasında gerekli kavramsal değişimin yapılamaması, ders kitapları ve öğretmen faktörü gibi etkenler yer almaktadır (Yağbasan & Gülçiçek, 2003). Bunun için öğretimi planlayan öğretmenin kavram yanılgılarını bilmesi ve dersi bu bilinçle planlaması istenilen amaçlara ulaşılması açısından önemlidir. İyi planlanamayan öğretim süreci içerisinde, kavram öğrenimi sırasında öğrencilerde, bir takım ek yanılgılar oluşur. Bu yanılgıların önüne geçebilmek için kavramı, kavramın gerektirdiği süreçleri, kavram yanılgısını ve
ABSTRACT This meta-analysis study aims to synthesize the results of individual studies on respect... more ABSTRACT This meta-analysis study aims to synthesize the results of individual studies on respectively small samples investigating the correlations between motivation for science learning and science achievement. In this respect, six studies that published between 2000 and 2014 and examined the relationship between students' motivation for science and science achievement were included in the meta-analysis. When the participants of the related studies were taken into account, the findings from a sample group of 5903 subjects were synthesized by meta-analysis. The results of the analysis for all six studies involved suggested positive and statistically significant correlations between students' motivation for science and science achievement. The combined effect size was calculated for all studies according to both Fixed (r=-.31) and Random (r=-.32) Effect Models. When both effect size values obtained as a result of the meta-analysis study are taken into account, it can be said that as the level of motivation for the students increases, the science achievement will also increase. Likewise, success can be expected to decrease with decreased motivation.
Purpose: The purpose of this study is to develop a concrete material for teaching and changing mi... more Purpose: The purpose of this study is to develop a concrete material for teaching and changing misconceptions of prospective science teachers on mitosis. Design & Methodology: In the study, three stakeholder groups (prospective science teachers (n = 36), science teachers (n = 4) and education specialists (n = 5) were consulted for material development.
In this study, it is aimed to determine secondary school students' mental risk taking skill perce... more In this study, it is aimed to determine secondary school students' mental risk taking skill perception levels and their attitudes towards STEM, and to examine them in terms of gender and grade level variables. In addition, the relationship between students' mental risk taking skills and their attitudes towards STEM was also investigated in the study. The research was designed using descriptive and correlational survey models. The participants of the research are 294 secondary school students (154 girls, 140 boys). As a data collection tool; "Mental Risk Taking Scale" developed by Beghetto (2009) and adapted into Turkish by Yaman and Köksal (2014) and the "STEM Attitude Scale" developed by Faber, Unfried, Wiebe, Corn, Townsend, and Collins (2013) and adapted into Turkish by Yıldırım and Selvi (2015), was used. According to the results of the research, no statistically significant difference was observed between male and female students in the mental risk-taking skill perception levels of secondary school students regarding the science course. According to the grade level variable, a statistically significant difference was observed between the 5th grade students and the 7th and 8th grade students, and it was determined that this difference was in favor of the 5th grades. A statistically significant difference was found between female and male students in favor of male students in the students' attitude scores towards STEM. In terms of grade level variable, a statistically significant difference in favor of 5th grade students was observed between 5th grade students and all grade levels (6th, 7th and 8th grades). A highly significant relationship was also found between students' perceptions of mental risk-taking skills regarding the science course and their attitudes towards STEM.
In this research, it is aimed to reveal the trends and trends in the field by examining 359 studi... more In this research, it is aimed to reveal the trends and trends in the field by examining 359 studies on 21st century skills in the field of science education published between 1997-2022 in terms of bibliometrics. The study was structured on the basis of the descriptive research model. In this context, using the keyword group "21st Century Skills in Science Education", an online search was made in the Web of Science database and bibliometric data of the studies were reached. Web of Science (WoS) categories of the publications that make up the data set, publication types, numerical distribution by years, keyword network, most cited articles, most cited years, active researchers, active journals, most cited authors, active countries and active institutions were included in the research. 586 records were obtained for 21st century skills in the field of science education. Studies were analyzed as data files using the VosViewer (1.6.18) software. According to the results obtained, it was observed that the majority of the studies were in the Education/ Educational Research (f=329) category. In terms of publication type, it was determined that the most studies were in the article type (f=299), and the most studies were done in 2019. It was determined that the most frequently used keyword in the studies was "21st century skills" and the most studies were conducted in the USA.
The aim of the study is to investigate the preservice science teachers' perceptions of constructi... more The aim of the study is to investigate the preservice science teachers' perceptions of constructivist learning environment in terms of some variables and to determine its effect on academic achievement. The participants of the study using descriptive survey model consisted of students (115 females, 23 males) of a science teaching program of a public university. In the study, “Constructivist Learning Environment Scale” developed by Arkün and Aşkar (2010) was used to determine preservice teachers' perceptions of constructivist learning environment. In addition, the overall academic grade point average of the students was used as the academic achievement variable. After the data collected from preservice teachers were transferred to SPSS 24.0 package program, it was determined that the data exhibited normal distribution. Therefore, parametric test for analysis “T-test, ANOVA and Simple Linear Regression” was used. According to the results of the analysis, no significant difference was observed between the perception scores (x̄=3,88) of male teacher candidates and the perception scores (x̄=3,83) of female teacher candidates (t136=-0,482, p>.05). It was determined that the preservice science teachers' perceptions of constructivist learning environment did not differ according to class level and parent education level. As a result of simple linear regression analysis, it was seen that constructivist learning environment perception is not a significant predictor of academic achievement (F(1-136)=0,19, p>.05). In the regression equation, the significance test of the coefficient (β=2,647) of the main predictive variable shows that constructivist learning environment perception is not a significant predictor (p>.01). Keywords: Constructivist learning environment, Preservice science teachers, Academic achievement
Learning is the most important feature that distinguishes the individual from other beings. Not e... more Learning is the most important feature that distinguishes the individual from other beings. Not every individual learns, but at the same speed and level. One of the individual differences that can significantly affect the individual's learning and is discussed extensively in educational activities is the individual's learning style (Ekici ve Kurt, 2013; Kuzgun ve Deryakulu, 2017). Since individuals' awareness of their own learning styles is important for the development of their academic success and self-confidence, learning style characteristics should be determined from a young age (Yazıcılar ve Güven, 2009). This study was conducted for the purpose of determining the dominant learning styles of gifted students and their non-gifted peers and detecting the correlations of their learning styles according to variables of gender, class level and age interval. The study was conducted with 187 gifted students (87 girls, 100 boys) receiving education in the Malatya Science and Art Center and 188 students (96 girls, 92 boys) attending public schools in the fall term of the school year of 2018-2019. Accordingly, Kolb Learning Style Inventory-III (KLSI-III), which was developed by Kolb (1999) and adapted into Turkish by Evin Gencel (2007) and tested in terms of validity and reliability, was used in the study for the purpose of determining the learning styles of students. While the reliability coefficients (Cronbach α) for the dimensions of the scale ranged between 0.73 and 0.83, the reliability coefficients calculated for this study were between 0.69 and 0.75. The scale includes 12 items, which are collected under four dimensions as “Diverging”, “Changing”, “Converging” and “Accommodating”. The options in each item are scored between 1 and 4. The highest score that can be obtained from the scale is 48 and the lowest score is 12. The data were analyzed using descriptive statistics and chi-square test. According to the research findings; when the distribution of learning styles of gifted students participating in the study was examined, 35.3% (n = 66) of the students were accommodating, 27.8% (n = 52) were changing, 25.1% (n = 47) were diverging and 11.8% (n = 22) of them were converging learning style. Of the non-gifted students participating in the study, 27.1% (n = 51) were accommodating, 45.7% (n = 86) were changing, 12.8% (n = 24) were diverging and 14.4% were (n = 27) converging learning styles. Learning styles of gifted students and non-gifted peers who participated in the research did not differ significantly according to gender variable (p>.05). It was observed that female students had dominant accommodating learning style (%40,2) and male students had changing learning style (%33). Learning styles of gifted students and non-gifted peers did not differ significantly according to the grade level variable (p>.05). The dominant learning styles of gifted students according to grade level were determined as changing (%37,5), for 2nd grade level, accommodating them for 3rd, 4th, 5th and 6th grade levels (3rd grade = 33.3%; 4th grade = 33.3%; 5th grade = 41.9%; 6th grade = 62.5%) and diverging for 7th grade level. It was observed that the dominant learning styles of non-gifted students changed at all grade levels. When the change in the learning styles of gifted students and their peers according to age ranges, no significant difference was observed in both groups (p>.05). While gifted students accommodating dominant learning style (%36,1) in the 7-10 age range; The dominant learning style in the 11-14 age range was determined as diverging (%40,6). In non-gifted peers, the changing learning style that dominates both 7-10 and 11-14 age ranges. When the learning style distributions obtained in the study are examined; it was seen that gifted students preferred “accommodating” and “diverging” learning styles over their non-gifted peers. Based on these findings, teachers can develop teaching methods that take into account the learning styles by identifying what kind of learning styles students have at the beginning of the school year and contribute to effective education. Keywords: Kolb Learning Style, Gifted Students, Non-Gifted Students
Although science is a way of research based on logical thinking, problem solving and questioning;... more Although science is a way of research based on logical thinking, problem solving and questioning; it is a science that tries to define and explain the world. The objectives of science education are to enable students to understand the natural world and to give them the opportunity to experience the excitement with their intellectual richness (MEB, 2005). In this context, the school environment is considered as a limited learning environment for the Science course. Outside the school, there are many opportunities for science education. In this study, it is aimed to determine out-of-school learning environments proposed by science teacher candidates within the scope of science education. 73 (48 female, 25 male) science teacher candidates were the participants of the study. The descriptive survey model and semi-structured interview technique were used. The teacher candidates were asked to answer the question ”What are the learning environments outside the school in science education?. In addition, semi-structured interviews were conducted with 14 randomly selected teacher candidates. The opinions of prospective teachers participating in the study were reported with frequencies and percentages. According to the findings, pre-school learning environments stated by teacher candidates for science education were the most common; “forest areas” (11,8%), “zoos/ animal shelters” (10,4%), “science-technology centers / museums” (9,6%), “houses / kitchens” (7,4%), “Power plants (nuclear, hydroelectric, thermal, electricity)” (7,4%), “environment, fields, gardens” (7,4%), “giant aquariums” (6,6%), “space stations (simulators)/ observatories” (5,9%), “national parks/ nature parks” (5,2%), “scientific school trips/ nature trips” (5,2%), “water resources (dam, lake, stream)” (4,4%), “nature camps” (3,7%), “industrial zones” (3%), “construction areas” (2,2%), “science fairs” (2,2%), “factories” (2,2%), “greenhouses” (2,2%), “science cafes/ huts” (1,5%) and “libraries” (1,5%). Keywords: Science Education, Outdoor Learning Environments, Prospective Teachers
Developments in education and training bring diversity in learning environments. The class is at ... more Developments in education and training bring diversity in learning environments. The class is at the head of the places where people realize their talents, develop them, and realize their planned learning experiences on the grounds that they have the necessary knowledge and skills for the society. Therefore, it can be considered as the most important learning environment. In this study, it is aimed to determine the perceptions of prospective science teachers about the concept of class through metaphors. The prospective teachers are expected to explain their metaphors about the concept of “class” with the expression of “Class is like/ similar to………. Because…….” Thus, "What are the metaphors they use when defining the concept of science teachers class?" the answer to the problem was sought. The participants of the study consisted of 66 (44 female, 15 male, 7 missing) science teacher candidates attending İnönü University Faculty of Education Science Education program in 2018-2019 spring semester. Data collected from teacher candidates were analyzed by two researchers using content analysis method. The percentage of consistence between the researchers was calculated as 94% [Agreement / (Agreement + Difference of Opinion) *100]. A total of 45 different metaphors were obtained. The metaphors mostly used for the concept of class are grouped under the categories “Living Spaces” (f=16), “Location of Differences” (f=14), “Harvest Time” (f=8), “Working Place” (f=7), “More than Display” (f=6), “Knowledge Slot” (f=6), “Complex Space” (f=4) and “Educational Environment” (f=3) created by the researcher. Keywords: Class, Metaphor, Prospective Teachers
The aim of this study is to examine the perception of constructivist learning environment and met... more The aim of this study is to examine the perception of constructivist learning environment and metacognitive awareness levels in terms of gender and class level variables of secondary school students and determine the relationship between them. The population of the study, in which the survey model is used, consists of secondary school students in Malatya, and the sample is 207 secondary school (100 female, 107 male) students selected by appropriate / easy sampling method. As data collection tools, Constructivist Learning Environment Scale which was developed by Arkün and Aşkar (2010) and Metacognitive Awareness Inventory which was developed Sperling, Howard, Miller and Murphy (2002) and adapted to Turkish by Aydın and Ubuz (2010) are used. After the data were transferred to SPSS 21.0 package program, it was determined that it had normal distribution. For that reason, F test and Pearson Correlation Test were used to analyze the data. According to the survey constructivist learning environment by gender perceptions according to the F test results compared to "live with Related" and "Different Perspectives" subscales female students favor significant difference was observed (p <.05). It was seen that metacognitive awareness level of students did not differ significantly in terms of gender variable. One of the findings of the study was that there was a significant difference between the students' perceptions of constructivist learning environment according to the class level variable (F = 7.08, p <.05). Similarly, metacognitive awareness levels of the students differ significantly according to the class level (F = 4,92, p <.05). A statistically significant and high correlation was found between the constructivist learning environment perceptions of middle school students and metacognitive awareness (r =. 814, p <.05). Constructivist learning environment perception explains 66% of the change in the level of metacognitive awareness.
Despite being known for our academic environment from the first class, learning environments vary... more Despite being known for our academic environment from the first class, learning environments vary considerably. Out-of-school spaces are one of these learning environments. The extra opportunities for out-of-school spaces provide students with the opportunity to make effective teaching. In this study, it is aimed to determine out-of-school learning environments for the courses in the 5th, 6th, 7th and 8th grades in secondary school. The participants of the study consisted of 60 (46 female, 14 male) science teacher candidates attending a state university. Descriptive research method was used in this study. The prospective teachers were asked to give a form with the courses taken by a student at the secondary school level in the period and to write the learning environments which may be appropriate for effective teaching. The data were analyzed by two researchers by creating categories and themes. The mean reliability coefficient between the encoders was calculated as 81%. Frequency and percentage values for the specified categories are reported. According to the results of the study, it was found that most pre-service teachers used indoor-outdoor sports halls (f = 38) with appropriate materials as a suitable learning environment for Physical Education and Sports course; For the Visual Arts course, it was seen that they recommended painting workshops (f = 23) and music rooms (f=54) for music lessons. The majority of the science courses in physics, chemistry, biology laboratories (f = 45); City center, neighborhood / street / museum visits for Social Studies and City courses (f = 32); for mathematics and Turkish lessons respectively, classes [Mathematics (f = 31), Turkish (f = 19)] as well as; it was observed that markets and markets and libraries were recommended. The prayer room for pre-service teachers of Religious Culture and Ethics (f = 19); Courthouses / courtrooms for the Law and Justice course (f = 13); Language courses for the English course (f = 17); Hajj / Umrah organizations for the Life of the Prophet (f = 7); T. C. Atatürk Museum, Çanakkale / Anıtkabir trips within the scope of Revolution History and Kemalism course (f = 9); Science fairs, Science centers, techno-tech / technopark trips (f = 16) were proposed for the Technology and Design course.
In this research, it is aimed to examine the attitudes of prospective Science Teachers towards mo... more In this research, it is aimed to examine the attitudes of prospective Science Teachers towards mobile learning (m-learning). Participants of the research are students who are studying in the Science Teaching Program of İnönü University Faculty of Education in 2016-2017 academic year. The "M-Learning Attitude Scale" which was the Likert-type consisting of 21 items, developed by Çelik (2013) was used in the research. It is also examined whether there is any difference between the attitudes towards m-learning according to their genders, the types of high school graduation, the class levels of the students studying in science teaching program and their time spent on mobile devices. In order to determine the attitudes of prospective Science Teachers towards m-learning, it was observed that the collected data were distributed normally. Because of that the violation of normal distribution assumptions, parametric tests of t-test and one-way analysis of variance (ANOVA) were used. At the end of the study, it was seen that prospective science teachers' attitudes towards m-learning were at a good level(x̄=3,6). However, the m-learning attitudes of the prospective teachers were determined according to their gender (t = 1.14, p> .05), the type of high school they graduated (F =, 26, p> .05) and the class level they studied (F = 1,41, p> .05). However, the attitudes of prospective science teachers related to m-learning show a significant difference according to the time spent with mobile device (F = 4,43, p <.05).
Bu çalışmada, Malatya Bilim ve Sanat Merkezine (BİLSEM) devam eden üstün yetenekli ortaokul öğren... more Bu çalışmada, Malatya Bilim ve Sanat Merkezine (BİLSEM) devam eden üstün yetenekli ortaokul öğrencilerinin yapılandırmacı öğrenme ortamı algılarının; öğrencilerin cinsiyeti, okul türü, öğrenim kademesi, kardeş sayısı ve ailelelerinin eğitim düzeyi gibi değişkenlere bağlı olarak incelenmesi amaçlanmıştır. Çalışmanın örneklemini 2017-2018 eğitim-öğretim yılında Malatya BİLSEM’e devam etmekte olan, yaş aralığı 10 ile 14 arasında değişen, 88 ortaokul (5., 6., 7. ve 8. sınıf) öğrencisi oluşturmaktadır. Öğrencilerin yapılandırmacı öğrenme ortamına ilişkin algılarını belirlemek için Taylor ve Fraser (1991) tarafından geliştirilen Yapılandırmacı Öğrenme Ortamı Ölçeği (Constructivist Learning Environment Survey-CLES) kullanılmıştır. 10. Sınıf öğrencileriyle geliştirilen yapılandırmacı öğrenme ortamı ölçeği, özel yetenekli ortaokul öğrencileri için yeniden uyarlanmıştır. Yapılan geçerlilik ve güvenilirlik analizleri sonucunda toplam 22 maddeden oluşan 6 faktörlü bir yapı elde edilmiştir. Bu faktörlerin toplam varyansın %67,151’ ini açıkladığı görülmüştür. Güvenilirlik kapsamında yapılan analizler sonucunda 22 maddelik CLES ölçeğine ait iç tutarlılık katsayısı Cronbach Alpha formülüyle α=,899 olarak hesaplanmıştır. Üstün yetenekli ortaokul öğrencilerinin, yapılandırmacı öğrenme ortamına ilişkin algılarını belirlemek amacıyla toplanan verilerin normal dağıldığı gözlenmiştir. Bu nedenle söz konusu verilerin analizinde parametrik testlerden, Bağımsız Örneklemler T Testi ve Tek Yönlü Varyans Analizi teknikleri kullanılmıştır. Analiz sonuçları incelendiğinde üstün yetenekli ortaokul öğrencilerinin yapılandırmacı öğrenme ortamına ilişkin algı puanlarının; cinsiyet (t=-1,949, p>.05), okul türü (t=1,341, p>.05), öğrenim kademesi (F=2,76, p>.05), kardeş sayısı (F=1,57, p>.05), anne eğitim düzeyi (F=,150, p>.05) ve baba eğitim düzeyi (F=,158, p>.05) değişkenlerine göre istatistiksel olarak anlamlı bir şekilde farklılaşmadığı görülmüştür. Anahtar Kelimeler: özel yetenek, öğrenme ortamı, yapılandırmacılık
Bu araştırmanın amacı, özel yetenekli öğrencilerin fen bilimleri dersine ilişkin tutumları ile ya... more Bu araştırmanın amacı, özel yetenekli öğrencilerin fen bilimleri dersine ilişkin tutumları ile yapılandırmacı öğrenme ortamı algıları arasındaki ilişkinin incelenmesidir. Bu bağlamda " Özel yetenekli öğrencilerin, yapılandırmacı öğrenme ortamı algıları, fen bilimleri dersine ilişkin tutumlarını anlamlı bir şekilde yordamakta mıdır?" sorusuna cevap aranmıştır. Betimsel nitelikte olan bu araştırma, tarama modellerinden ilişkisel tarama modelindedir. Araştırmanın katılımcılarını 2016-2017 eğitim öğretim yılında Malatya Bilim Sanat Merkezinde eğitim görmekte olan 5., 6., 7. ve 8. sınıf öğrencileri oluşturmaktadır. Çalışmada veri toplama aracı olarak, Barry J. Fraser (1981) tarafından geliştirilen, Telli, Çakıroğlu, ve Rakıcı (2003) tarafından Türkçe'ye uyarlanan Fene Karşı Tutum Ölçeği (Test of Science Related Attitude-TOSRA) ile Taylor ve Fraser (1991) tarafından geliştirilen Yapılandırmacı Öğrenme Ortamı Ölçeği (Constructivist Learning Environment Survey-CLES) kullanılmıştır. Elde edilen veriler SPPS 21.0 paket programına aktarıldıktan sonra, basit doğrusal regresyon analizi kullanılarak incelenmiştir. Analiz sonuçları incelendiğinde, özel yetenekli öğrencilerin yapılandırmacı öğrenme ortamı algıları ile fen bilimleri dersine ilişkin tutumları arasında pozitif ve istatistiksel açıdan anlamlı bir ilişkinin olduğu gözlenmiştir (β=.40, p=.000). Anahtar Kelimeler: Özel/üstün yetenekli, fen tutumu, yapılandırmacı öğrenme ortamı
The purpose of this study is to investigate possible higher-order correlates (IQ, logical thinkin... more The purpose of this study is to investigate possible higher-order correlates (IQ, logical thinking and critical thinking) of gifted students’ motivation towards science learning. The study was designed as a correlational study and it focused on 65 gifted students at the level of sixth, seventh and eighth grades. The data was collected by applying Motivation towards Science Learning Questionnaire, Wechsler Intelligence Scale (WISC-R), Group Assessment of Logical Thinking Test, Critical Thinking Test. The data was analyzed by applying Spearman correlation analysis. The findings represented that motivation towards science learning of gifted elementary level students were not significantly correlated by logical thinking, IQ performance , IQ verbal, IQ total and critical thinking scores. The findings refer to gap between motivation and cognitive learning in gifted students.
The purpose of this study is to investigate pre-service science teachers’ images towards science ... more The purpose of this study is to investigate pre-service science teachers’ images towards science learning environment. The study group consists of 39 junior pre-service science teachers (32 female and 7 male) studying in İnönü University in 2016-2017 academic year. Cross-sectional descriptive research method is used in the study. With this purpose, to determine the pre-service teachers’ images towards science learning environment, they were asked to draw a science class that they designed in their mind. For the analysis of the drawings, “draw a science class-checklist” was developed by the researchers. During the development process of the checklist, two experts in the field of science education were consulted and a preliminary study was carried with 10 pre-service science teachers. 19 items in the checklist were coded as “yes (1)” and “no (2)”. Before the main analysis, 20 randomly selected drawings were evaluated by two independent researchers separately using the checklist for estimation of interrater reliability. Accordingly, percentage of the agreement between the two researchers was determined as 90 % and it was concluded that the data obtained from the checklist was found to be reliable. According to the findings of the study, 69.2% of the pre-service teachers included the classical board in their drawings, whereas only 28.2% of them included the smart board which is in the technology category was observed. It was also found that the teacher's chair was less frequently (51.3%) than the teacher's desk (82%). A similar situation was observed in the drawings for student desk and chair. Considering the drawings in which the number of students can be determined in particular, the average number of students in classroom was calculated as 17. In addition, it was observed that students mostly (%48.7) sit in square shaped tables with more than one student in every table. Circular or semi-circular student tables, which provide a high level of intra-group communication in multiple sessions, took place in 15.4% of all drawings. When findings related to the seating order were examined, it was observed that 86.4% of the drawings included placement types such as U, horseshoe, conference, and debate shapes in which students can interact continuously with both teachers and peers in learning environments. According to the data obtained from the "information symbols" category; 23.1% of the drawings contains bookshelf and books, 5.1% of scientific posters and maps and 30.8% of contain classroom pin boards used for various purposes. In addition, in the category of "Scientific Labs Symbols" lockers for laboratory materials (66.7%) and experiment tables (74.4%) are also found in the majority of the drawings. Among the laboratory materials erlenmeyer flask exists in the 28.2 %, volumetric flask in the 25.6 %, beaker in the 23.1 %, microscope in the 20.5 % and graduated cylinder in the 15.4 % of the drawings. It is determined that percentage of the three-dimensional scientific models (Earth, DNA, skeleton, etc.) in the drawings is only 2.6%, whereas scientific symbols (formulas, wall drawings, etc.) are 35.9%. It was observed that the contents of the wall drawings were science subject such as astronomy, DNA, atom, periodic table, food pyramid, states of matter and chemical bonds. It was also found that only 12.8% of the drawings consist sustainable environment symbols such as recycling and waste battery boxes and 10.3 % consists science laboratory security symbols such as glasses, laboratory coat, fire extinguisher. As a result, when the drawings related to the science learning environment were examined, it was observed that 28.2% of the prospective teachers designed the traditional approach, 10.3% of the laboratory-oriented approach and 61.5% of them designed a holistic learning environment including both approaches.
This study aims to investigate the gifted secondary school students’ attitudes towards science in... more This study aims to investigate the gifted secondary school students’ attitudes towards science in terms of gender, school type, class level, number of siblings and education level of their families. The sample of the study consists of 90 secondary school students (5th, 6th, 7th and 8th grade) studying in Malatya BİLSEM in 2016-2017 academic year. As data collection tool, the Attitude Towards Science Scale (TOSRA) was used. It consists 40 items and was developed by Fraser (1981) and adapted to Turkish language and culture by Telli, Çakıroğlu and Rakıcı (2003) with 9th and 10th grade students. In this study, the validity and the reliability studies of the scale were done due to the fact that the sample of the study is gifted secondary school students. As a result of the validity and reliability analysis seven-factor structure consisting of 29 items was obtained. While all 29 items in the model explained 69.7 % of the variance, the reliability coefficient of Cronbach Alpha was determined as .94. Because of that the violation of normal distribution assumptions, non-parametric tests of Mann-Whitney U and Kruskal Wallis H were used. When the results are examined, gifted secondary school students’ attitudes towards science do not differ significantly in terms of gender (U=897.50, p=.36>.05), school type (U=945.50, p= .82>.05), number of siblings (X2=1.613, p=.446>.05), and education level of the family (mother: X2=6.958, p=.22>.05; father: X2=5.919, p=.31>.05). On the other hand it was observed that their attitudes towards science differ significantly in terms of class level (X2=32.691, p=.00<.05).
Bu çalışmanın amacı İnternet Tabanlı Öğrenme İnançları (İÖİ) ölçeği’nin (Kao, Wu ve Tsai, 2011) ö... more Bu çalışmanın amacı İnternet Tabanlı Öğrenme İnançları (İÖİ) ölçeği’nin (Kao, Wu ve Tsai, 2011) öğretmen ve öğretmen adayları için Türkçe’ye uyarlama çalışmasının yapılmasıdır. Uyarlama çalışmaları kapsamında yapı geçerliliği açımlayıcı faktör analizi-AFA ile güvenilirlik analizleri de Cronbach Alfa, Guttman iki-yarı içtutarlılık ve Madde-toplam korelasyon katsayıları hesaplanarak yapılmıştır. Kao, Wu ve Tsai (2011)’nin Tayvanlı ilkokul öğretmenleri ile yaptığı çalışmada uyarlanan İÖİ ölçeği üç boyut (davranışsal inançlar, algılanan güçlük ve bağlamsal inançlar) altında toplanan 16 maddeden oluşmaktadır. Ölçeğin yapı geçerliliği ve güvenilirliğini test etmek amacıyla 2012-2013 akademik yılı bahar yarıyılında 280 öğretmen ve 470 öğretmen adayına uygulaması yapılmıştır. Çeviri geri çeviri yöntemi ile Türkçe’ye çevrilen ölçeğin öğretmen ve öğretmen adaylarına uygulanmasının ardından elde edilen veriler ile bağımsız iki AFA yapılmıştır. Öğretmenlere ait veri setiyle yapılan temel bileşenler analizi sonuçlarına göre, original ölçekte bağlamsal inançlar (contextual beliefs) faktörü altında yer alan 14., 15. ve 16. maddelerin kuramsal olarak ölçülmek istenen faktörün altında toplanmadıkları ve diğer faktörlere kaydıkları görülmüştür. Ayrıca orjinal ölçeğin davranışsal inançlar (behavioral beliefs) faktöründe yer alan 6., 7. ve 8. maddelerin de birden fazla faktörde yük değerleri almalarından ötürü ölçe kten çıkarılmasına karar verilmiştir. Bu işlemlerin ardından birinci faktörde 5 (Yük değerleri=.792-.636; α=.75) ve ikinci faktörde de 5 (Yük değerleri=.770-.691; α=.78) olmak üzere 10 maddeden oluşan iki faktörlü (davranışsal inançlar, algılanan güçlük) bir yapı elde edimiştir. Ölçeğin tamamı toplam varyansın %54,059’unu açıklamaktadır. Öğretmen adaylarına ait veri setiyle yapılan ikinci analiz sonucunda ise (1. Faktör=.762-.678; α=.768 ve 2. Faktör=.721-.664; α=.743) yük ve alfa değerlerine sahip, varyans açıklama oranı %51,93 olan iki faktörlü (davranışsal inançlar, algılanan güçlük ) bir yapı elde edilmiştir. Elde edilen verilerden hareketle, iki faktörlü bu modelde yer alan 10 madde ile ilgili, öğretmen ve öğretmen adaylarının internet tabanlı öğrenmeye ilişkin inançlarını ölçmede kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir.
Bu çalışmanın amacı öğretmen ve öğretmen adaylarının internet özyeterlilikleri algılarını belirle... more Bu çalışmanın amacı öğretmen ve öğretmen adaylarının internet özyeterlilikleri algılarını belirlemek için Kao, Wu ve Tsai (2011) tarafından geliştirilen internet özyeterlilikleri algısı ölçeğinin maddelerinin güncellenerek Türkçe’ye uyarlanmasıdır. Bu amaçla uyarlama çalışmaları kapsamında geçerlilik (uzman görüşü ve açımlayıcı faktör analizi-AFA) ve güvenilirlik (Cronbach Alfa, Guttman iki-yarı içtutarlılık ve Madde-toplam korelasyon katsayıları) analizleri yapılmıştır. Uzman görüşü ile kapsam ve görünüş geçerliliği sağlanan ölçek, yapı geçerliliği ve güvenilirlik açısından test edilmek amacıyla 2012-2013 akademik yılı bahar yarıyılında 280 öğretmen ve 470 öğretmen adayına uygulanmıştır. Yapılan güncellemeler sonucu İÖA’daki 16 madde kapsam ve anlaşılırlık açısından uzmanlar tarafından teyit ettirildikten sonra öğretmen adayları (n=470 ) ve öğretmenler (n=280) için iki bağımsız AFA yapılmıştır. Öğretmen adaylarına ait veri setiyle yapılan temel birleşenler analizi sonucunda özdeğeri birin üzerinde üç faktör ortaya çıkmıştır. Ölçütlere uymayan iki madde ölçekten çıkarıldıktan sonra birinci faktörde 6 (Yük değerleri=.828-.665; α=.90), ikinci faktörde 4 (Yük değerleri=.813-.700; α=.87) ve üçüncü faktörde 4 (Yük değerleri=.587-.849, α=.80) olmak üzere, toplam 14 maddeden oluşan üç faktörlü (basit, orta ve ileri internet özyeterliliği) bir yapı elde edilmiştir. Ölçeğin tamamı varyansın % 68,6’sını açıklamaktadır. Öğretmene ait veri setiyle yapılan ikinci analizde ise yüksek yük ve alfa değerlerine sahip (1. Faktör=.867-.757; α=.948 ve 2. Faktör=.817-.655; α=.917) varyans açıklama oranı %73,54 olan iki faktörlü bir yapı elde edilmiştir (basit ve ileri internet özyeterliliği). Ortaya çıkan bulgular, İnternet Özyeterlilik Algısı Ölçeğinin hem öğretmen adaylarının hem de öğretmenlerin özyeterlilik algılarını güvenilir bir şekilde ölçebileceğini göstermiştir.
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Keywords: Constructivist learning environment, Preservice science teachers, Academic achievement
Keywords: Kolb Learning Style, Gifted Students, Non-Gifted Students
Keywords: Science Education, Outdoor Learning Environments, Prospective Teachers
Keywords: Class, Metaphor, Prospective Teachers
Keywords: Constructivist learning environment, Preservice science teachers, Academic achievement
Keywords: Kolb Learning Style, Gifted Students, Non-Gifted Students
Keywords: Science Education, Outdoor Learning Environments, Prospective Teachers
Keywords: Class, Metaphor, Prospective Teachers
Anahtar Kelimeler: özel yetenek, öğrenme ortamı, yapılandırmacılık
correlational study and it focused on 65 gifted students at the level of sixth, seventh and eighth grades. The data was collected by applying Motivation towards Science Learning Questionnaire, Wechsler Intelligence Scale (WISC-R), Group Assessment of Logical Thinking Test, Critical Thinking Test. The data was analyzed by applying Spearman correlation analysis. The findings represented that motivation towards science learning of gifted elementary level students were not significantly correlated by logical thinking, IQ performance , IQ verbal, IQ total and critical thinking scores. The findings refer to gap between motivation and cognitive learning in gifted students.