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This study aimed to assess grade 10 Turkish students' and science teachers' conceptions of nature of science (NOS) and whether these conceptions were related to selected variables. These variables included participants' gender, geographical region, and the socioeconomic status (SES) of their city and region; teacher disciplinary background, years of teaching experience, graduate degree, and type of teacher training program; and student household SES and parents' educational level. A stratified sampling approach was used to generate a representative national sample comprising 2,087 students and 378 science teachers. After establishing their validity in the Turkish context, participants were administered a questionnaire comprising 14 modified “Views on Science‐Technology‐Society” (VOSTS) items to assess their views of certain aspects of NOS. A total of 2,020 students (97%) and 362 teachers (96%) completed the questionnaire. Participant responses were categorized as “naïve,” “have merit,” or “informed,” and the frequency distributions for these responses were compared for various groupings of participants. The majority of participants held naïve views of a majority of the target NOS aspects. Teacher views were mostly similar to those of their students. Teacher and student views of some NOS aspects were related to some of the target variables. These included teacher graduate degree and geographical region, and student household SES, parent education, and SES of their city and geographical region. The relationship between student NOS views and enhanced economic and educational capitals of their households, as well as the SES status of their cities and geographical regions point to significant cultural (specifically Western) and intellectual underpinnings of understandings about NOS. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1083–1112, 2008 相似文献
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Social Justice and Resilience for African American Male Counselor Educators: A Phenomenological Study 
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下载免费PDF全文 Colette T. Dollarhide Renae D. Mayes Sabri Dogan Yahyahan Aras Kaden Edwards J. P. Oehrtman Adam Clevenger 《Counselor Education & Supervision》2018,57(1):2-17
In this phenomenological study, the authors interviewed 4 African American male counselor educators about their social justice efforts. Resulting themes were lifelong commitment to social justice, reaction to resistance, professional and personal support, and the meaning of social justice work. Findings suggest that social justice work can increase professional resilience for African American male counselor educators. 相似文献
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Dogan Unlucan 《Soccer & Society》2015,16(1):42-62
The growing popularity and developments in football/soccer have affected the football/soccer industry dramatically. The popularity and developments have increased the interest of companies in the last two or three decades. Companies have started to invest and become a sponsor of football/soccer clubs. Jersey sponsorship has emerged as a result of the increasing interest and investments. Nowadays, the jersey sponsorship is popular and has become an important type of revenue source for football/soccer clubs. As a result of popularity of jersey sponsorship, jersey sponsors must be investigated and analysed. This paper deals with the industry classification of the main jersey sponsors which have names and logos on the front of the football/soccer clubs home jerseys. A total of 1147 football/soccer clubs in 79 countries top leagues, as of 31 December 2012, have been investigated. The Industry Classification Benchmark is used to classify the industries of the main jersey sponsors of football/soccer clubs. 相似文献
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This research focuses on use of a triadic teaching approach in a science–technology–society (STS) course designed for future
science teachers for middle schools in Turkey. Forty-three pre-service science teachers were enrolled in a semester-long course
organized around issues students identified and used throughout the semester. The triadic teaching approach includes library-online
searches that lead the students to design and conduct investigations, to carrying out mini-scientific symposia, and to preparing
and conducting poster presentations open to the entire student body and faculty. The results of a 30-item Likert scale, administered
to the students as a pretest and a posttest, indicated that there were significant increases in positive attitudes towards
STS issues from the beginning to the end of the study. Individual interviews were also conducted with the students to determine
the individual effects of each component of the triadic teaching approach on their attitudes towards STS issues. All aspects
of the new approach provided significant contributions to the development of more positive attitudes among the students towards
STS via interviews and on all sub-scales of a survey administered that include: (1) pupil interest in STS issues; (2) teacher
interest in STS issues; (3) general perceptions regarding importance of STS issues.
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| Osman Nafiz KayaEmail: |
15.
As Apple iPads are increasingly being adopted in schools for educational purposes, school administrators are seen as the key facilitators in the implementation of this new technology. This survey-based quantitative study investigated the impact of receiving iPad training on school administrators’ attitudes towards iPad use in their professional lives and in the classroom by teachers. The participants consisted of 51 elementary and secondary school administrators in one of the largest public charter school systems in a southwestern state. School administrators reported that iPads were effective tools for administrative tasks and personal organization. Results also suggest that school administrators in this study had positive views regarding the potential of iPads’ current and future use in the classroom by teachers. Furthermore, the training process had a positive effect on the school administrators’ development of iPad skills and knowledge. 相似文献
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Students’ concerns about mathematics can significantly affect their ability to learn the subject. In particular, their anxieties
and attitudes can greatly affect how they perceive their own mathematical competence, and in return, this may make them reluctant
to pursue mathematical studies. Many researchers believe in the role of active learning environments in reshaping students’
perception of and emotions about mathematics. This paper reports the results of an investigation on the effect of one such
environment. As a result of being exposed to an active learning environment, a group of 21 cohort students showed opinion
changes from a pre- to post-survey statements significantly on emotion and noticeably on confidence and perception statements.
There was, however, no statistically significant change observed on the opinions of a group of 41 traditional students. 相似文献
18.
Background: There has been an increasing emphasis on empowering pre-service and in-service science teachers to attend student reasoning and use formative assessments to guide student learning in recent years. Purpose: The purpose of this study was to explore pre-service science teachers’ pedagogical capacity for formative assessment. Sample: This study took place in Turkey. The participants include 53 pre-service science teachers in their final year of schooling. All but two of the participants are female. Design and methods: We used a mixed-methods methodology in pursing this inquiry. Participants analyzed 28 responses to seven two-tiered questions given by four students of different ability levels. We explored their ability to identify the strengths and weaknesses in students’ answers. We paid particular attention to the things that the pre-service science teachers noticed in students’ explanations, the types of inferences they made about students’ conceptual understanding, and the affordances of pedagogical decisions they made. Results: The results show that the majority of participants made an evaluative judgment (i.e. the answer is correct or incorrect) in their analyses of students’ answers. Similarly, the majority of the participants recognized the type of mistake that the students made. However, they failed to successfully elaborate on fallacies, limitations, or strengths in student reasoning. We also asked the participants to make pedagogical decisions related to what needs to be done next in order to help the students to achieve academic objectives. Results show that 8% of the recommended instructional strategies were of no affordance, 64% of low-affordance, and 28% were of high affordance in terms of helping students achieve the academic objectives. Conclusion: If our goal is to improve pre-service science teachers’ noticing skills, and the affordance of feedback that they provide, engaging them in activities that asks them to attend to students’ ideas and reasoning may be useful. 相似文献
19.
Dogan Ozgur Kivilcan 《International Journal of Science and Mathematics Education》2021,19(8):1563-1585
International Journal of Science and Mathematics Education - Given the importance of cultivating scientific literate societies, the integration of scientific inquiry into school curriculum is key... 相似文献
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Humeyra Ozturk Emre Fatma Hande Karpuzoglu Cihan Coskun Ebru Demirel Sezer Ozlem Goruroglu Ozturk Fatma Ucar Hikmet Can Cubukcu Fatma Demet Arslan Levent Deniz Mehmet Senes Mustafa Serteser Cevat Yazici Dogan Yucel Abdurrahman Coskun 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(1)
IntroductionTo interpret test results correctly, understanding of the variations that affect test results is essential. The aim of this study is: 1) to evaluate the clinicians’ knowledge and opinion concerning biological variation (BV), and 2) to investigate if clinicians use BV in the interpretation of test results.Materials and methodsThis study uses a questionnaire comprising open-ended and close-ended questions. Questions were selected from the real-life numerical examples of interpretation of test results, the knowledge about main sources of variations in laboratories and the opinion of clinicians on BV. A total of 399 clinicians were interviewed, and the answers were evaluated using a scoring system ranked from A (clinician has the highest level of knowledge and the ability of using BV data) to D (clinician has no knowledge about variations in laboratory). The results were presented as number (N) and percentage (%).ResultsAltogether, 60.4% of clinicians have knowledge of pre-analytical and analytical variations; but only 3.5% of them have knowledge related to BV. The number of clinicians using BV data or reference change value (RCV) to interpret measurements results was zero, while 79.4% of clinicians accepted that the difference between two measurements results located within the reference interval may be significant.ConclusionsClinicians do not use BV data or tools derived from BV such as RCV to interpret test results. It is recommended that BV should be included in the medical school curriculum, and clinicians should be encouraged to use BV data for safe and valid interpretation of test results. 相似文献