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Elif Polat K. Cagiltay C. Aykut N. Karasu 《Australian Journal of Learning Difficulties》2019,24(1):95-108
Students with specific learning disabilities (SLD) typically do not perform at the expected levels of academic achievement. Tangible mobile applications are learning devices that allow for physical engagement and multisensory interaction. They present as promising tools to facilitate learning for students with SLD. This study explored the use of a tangible mobile application for assisting three seventh-grade Turkish students with SLD to learn scientific principles regarding cell concepts. A multiple-probe design across participants was used to examine the effectiveness of a tangible mobile application. In addition, issues related to usability of the application were also explored. The overall results of the study showed that the tangible mobile application was effective, and the students with SLD were willing to use this application, enjoyed the process, and used the application and objects easily/correctly. 相似文献
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Maya N.
ztürk Elif E. Türkkan 《The International Journal of Art & Design Education》2006,25(1):96-104
This article discusses a design studio teaching experience exploring the design process itself as a methodological tool. We consider the structure of important phases of the process that contain different levels of design thinking: conception, function and practical knowledge as well as the transitions from inception to construction. We show how this approach to the design process allows the possibility of addressing elusive issues that underlie the practice of design. 相似文献
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The purpose of this study was to determine the best‐fitting structural equation model between the freshmen's physics achievement and selected affective characteristics related to physics. These characteristics are students' situational interest in physics, personal interest in physics, aspiring extra activities related to physics, importance of physics, importance of electricity, physics course anxiety, physics test anxiety, physics achievement motivation, student motivation in physics, self‐efficacy in physics, self‐concept in physics, and locus of control. The researchers developed the affective characteristics questionnaire that consisted of 12 subdimensions, and has 53 items related to these subdimensions. The questionnaire was applied to 890 freshmen physics students at the universities in Ankara. Two models were tested: a unidimensional model and a multidimensional model. However, a third model, which is more similar to the multidimensional model, exhibited the best fit for the freshmen. Moreover, the results revealed that achievement motivation was the most influential affective characteristic on physics achievement. On the other hand, motivation in physics had a negative influence on physics achievement in the model, and the influence of the students' attitudes towards physics was not statistically significant. Thus, one should especially pay attention to the students' achievement motivation in physics if the aim is to increase students' physics achievement. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1036–1056, 2007 相似文献
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Elif Balin Andreas Hirschi 《International Journal for Educational and Vocational Guidance》2010,10(3):161-176
This study investigated whether career adaptability, personality, attitude towards career counselling and some demographic
variables predict the help seeking behaviour in career counselling among 330 Swiss adolescents in eighth grade. The results
indicated that boys were less likely to seek help and that career related variables and attitude but not personality significantly
predicted help-seeking. Specifically, help seeking related positively to undecidedness and positive perception of career counselling.
Implications for school and career counsellors and suggestions for future research are presented. 相似文献
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The present study aims to identify first year Turkish Science undergraduates’ understandings and misconceptions of the concept
of light and its propagation. For this purpose, an instrument composed of four open-ended questions was developed by the researchers.
The diagnostic test was piloted with twenty students and modifications were made prior to the final administration of the
test. The content validity of the test questions was assessed by two physics researchers and one lecturer. These questions
were administered to a hundred first year undergraduates (aged 16–18) enrolled in the Science Teacher Training Department
in Ataturk University in Turkey. In addition, the semi-structured interviews of 30–40 min were conducted with the four students
whose responses involved common misunderstanding. All interview records were transcribed and analysed. The findings showed
that undergraduates’ understanding of light is poor and also they have important and prevalent misconceptions. Identified
misconceptions, some of which have been reported in the literature, are discussed qualitatively. The misunderstandings identified
were compared with those in the literature. The results have some implications for teaching light, suggesting that a substantial
revision of teaching strategies is needed.
相似文献
| Mehmet YalcinEmail: |
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Suleyman Demir Nergiz Zorbozan Elif Basak 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2016,26(1):77-81
Introduction
We aimed to determine the number of repeated cholesterol (RC) tests and the ratio of unnecessary-repeated cholesterol (URC) tests among patients admitted to Pamukkale University Hospital (Denizli, Turkey) and provide solutions to avoid URC testing.Materials and methods
Total cholesterol (T-cholesterol) tests (N = 86,817) between June 2014 and May 2015 were evaluated. The tests performed more than once per patient were determined as RC test (N = 28,811). RC test with an interval shorter than 4 weeks were determined as URC test (N = 3968) according to the shortest retest interval stated in ACC/AHA blood cholesterol guideline. RC testing included internal medicine, surgery and paediatric outpatients and inpatients. Reference change value (RCV) of total cholesterol was calculated.Results
The 33.1% of the T-cholesterol tests were RC tests (N = 28,811), 13.7% of them were URC tests (N = 3968). Our RCV value was 25%. The percentage change between consecutive tests was less than RCV in 86.1% (N = 3418) of URC tests. URC tests were performed more frequently in patients with desirable total cholesterol value (P < 0.001).Conclusion
There is a significant part of repeated T-cholesterol tests requested in our hospital. URC test requests can be evaluated by laboratories and the obtained data should be shared with clinicians. Laboratories can calculate RCV for the tests they performed and report this value with the test result. To prevent from URC tests, a warning plug-in can be added to hospital information software in accordance with guidelines to prevent from URC test requests.Key words: unnecessary repeated cholesterol test, cholesterol retest interval, reference change value, laboratory costs, preanalytical phase, test requesting 相似文献18.
Halil Turgut 《Science & Education》2011,20(5-6):491-515
The aim of developing students?? understanding of the nature of science [NOS] has been considered an important aspect of science education. However, the results of previous research indicate that students of various ages and even teachers possess both inaccurate and inappropriate views of the NOS. Such a failure has been explained by the view that perceptions about the NOS are well assimilated into mental structures and resistant to change. Further, the popularization of pseudoscience by the media and the assimilation of pseudoscience into previously established scientific fields have been presented as possible reasons for erroneous popular perceptions of science. Any teaching intervention designed to teach the NOS should first provoke individuals to expose their current ideas in order to provide them the chance to revise or replace these conceptual frameworks. Based on these assumptions, the aim of this study was to determine whether a teaching context based on the issue of demarcation would provide a suitable opportunity for exposing and further developing the NOS understandings of individuals enrolled in a teacher education course. Results indicate that a learning intervention based on the issue of demarcation of science from pseudoscience (in the specific case of astrology) proved an effective instructional strategy, which a majority of teacher candidates claimed to plan to use in their future teachings. 相似文献
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ABSTRACTThis qualitative study explored elementary teachers’ perceptions about the effective features of explicit-reflective nature of science (NOS) instruction. Our participants were four elementary teachers from a public charter school located in the Southwestern U.S.A. The four elementary teachers participated in an academic year-long professional development about NOS which consisted of NOS training and NOS teaching phases. After each phase of the professional development, we specifically asked our participants which features of the explicit-reflective NOS instruction they found effective in improving their NOS conceptions by presenting pre- and post-profiles of their NOS conceptions. We identified nine features perceived by the participants as effective components of explicit-reflective NOS instruction: (1) specific focus on NOS content, (2) participation in hands-on NOS activities, (3) introductory NOS readings, (4) multiple types/forms of reflection, (5) multiple exposure to NOS content, (6) structural consistency in the presentation of NOS content, (7) the evaluation of secondary NOS data from elementary students, (8) the analysis of national and state science standards in terms of NOS content, and (9) NOS teaching experience. 相似文献