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1.
AnnaMarie Conner Kelly W. Edenfield Brian W. Gleason Filyet Asli Ersoz 《Journal of Mathematics Teacher Education》2011,14(6):483-504
In this article, we report on a study of beliefs about mathematics, teaching, and proof conducted with six prospective secondary
mathematics teachers as they completed a two-semester sequence of a content course and a methods course. The initial beliefs
of the participants were identified using interview and survey data, and potential shifts in beliefs were examined through
further interview and survey data combined with classroom observations and written work. While their beliefs about mathematics
and proof appeared to be relatively stable, their beliefs about teaching shifted from a more teacher-centered view to beliefs
that foreground the activities and understandings of the students. These shifts are analyzed using the construct of belief
structures, and activities and events from the courses that may have facilitated the shifts are identified. The results are
consistent with the literature in some respects, such as the stability of the participants’ beliefs about mathematics. On
the other hand, our results present new information about how prospective secondary mathematics teachers’ beliefs about teaching
may be impacted. 相似文献
2.
It is a fact that architectural design education has become the focus of an extremely complicated set of issues and conscientious debates. Therefore, to extend and challenge educational understanding in architecture it becomes crucial to exchange pedagogical practices. In this article, a specific theoretical approach and teaching methodology, which supports the necessity of contextual study in the architectural design studio, is presented. The article presents an overview of the design studio process by illustrating the case study “Library and Public Communication and Information Center Design in the Manufacturing Zone of Central Eskis,ehir” in Turkey. 相似文献
3.
Gultekin Cakmakci Hatice Sevindik Meryem Pektas Asli Uysal Fatma Kole Gamze Kavak 《Research in Science Education》2012,42(3):469-489
This paper reports on an attempt to investigate Turkish primary school students’ interest in science by using their self-generated
questions. We investigated students’ interest in science by analyzing 1704 self-generated science-related questions. Among
them, 826 questions were submitted to a popular science magazine called Science and Children. Such a self-selected sample
may represent a group of students who have a higher level of motivation to seek sources of information outside their formal
education and have more access to resources than the students of low social classes. To overcome this problem, 739 students
were asked to write a question that they wanted to learn from a scientist and as a result 878 questions were gathered. Those
students were selected from 13 different schools at 9 cities in Turkey. These schools were selected to represent a mixture
of socioeconomic areas and also to cover different students’ profile. Students’ questions were classified into two main categories:
the field of interest and the cognitive level of the question. The results point to the popularity of biology, astrophysics,
nature of scientific inquiry, technology and physics over other science areas, as well as indicating a difference in interest
according to gender, grade level and the setting in which the questions were asked. However, our study suggests that only
considering questions submitted to informal learning environments, such as popular science magazines or Ask-A-Scientist Internet
sites has limitations and deficiencies. Other methodologies of data collection also need to be considered in designing teaching
and school science curriculum to meet students’ needs and interest. The findings from our study tend to challenge existing
thinking from other studies. Our results show that self-generated questions asked in an informal and a formal setting have
different patterns. Some aspects of students’ self-generated questions and their implications for policy, science curriculum
reform and teaching are discussed in this paper. 相似文献
4.
Although parent–teacher interaction is a key factor for children's education, little attention has been paid to this issue in teacher education programs. This study explores and examines the opinions of elementary preservice teachers about parental involvement in elementary children's education. While a total of 223 preservice teachers from a large research university in the southeast of United States participated in the quantitative part, twelve preservice teachers within the same sample who were at the end of their student teaching participated in the qualitative part of the study. Study results suggested that teacher education programmes where parental involvement instruction and activities are integrated into the courses help preservice teachers become better prepared and carry positive opinions toward parental involvement. 相似文献
5.
Nazan Uludag Bautista 《Journal of Science Teacher Education》2011,22(4):333-349
This study investigated the effectiveness of an Early Childhood Education science methods course that focused exclusively
on providing various mastery (i.e., enactive, cognitive content, and cognitive pedagogical) and vicarious experiences (i.e.,
cognitive self-modeling, symbolic modeling, and simulated modeling) in increasing preservice elementary teachers’ self-efficacy
beliefs. Forty-four preservice elementary teachers participated in the study. Analysis of the quantitative (STEBI-b) and qualitative
(informal surveys) data revealed that personal science teaching efficacy and science teaching outcome expectancy beliefs increased
significantly over the semester. Enactive mastery, cognitive pedagogical mastery, symbolic modeling, and cognitive self-modeling
were the major sources of self-efficacy. This list was followed by cognitive content mastery and simulated modeling. This
study has implications for science teacher educators. 相似文献
6.
This study investigated the relative influence of factors and persons in college major choice and procedural justice perceptions of 449 undergraduate students enrolled in 1 private and 2 public universities in Turkey. Results showed that students found themselves to be the most influential person in their choice of college major, followed by parents/other family members. With regard to the factors, interest in the subject, guaranteed employment, expected earnings in the field, the university entrance exam score, and a prestigious career were ranked, respectively. Striking differences were found among majors. Findings also suggested that, whereas male and female students' choices were influenced by very similar factors and persons, female students declared more procedural justice. 相似文献
7.
Sinem Aslan Nese Alyuz Eda Okur Sinem Emine Mete Ece Oktay Asli Arslan Esme 《Educational technology research and development : ETR & D》2018,66(6):1399-1413
The goal of this research is to investigate the effect of emotion-aware interventions on students’ behavioral and emotional states. To this end, we collected data from 12 students in the 9th grade in a high school in Turkey. The data collection took place in two sessions of an English Course. While the students were reading articles and solving relevant questions, our data collection application running in the background recorded the videos of the individual students through a camera and captured students’ screens in a non-intrusive manner. In total, we had 12.5 h of student data. We employed the human expert labeling process (HELP) (Aslan et al. in Workshop proceedings at international conference on intelligent tutoring systems (ITS), pp 156–165, 2016) to have the data labeled (150 h of data labeling in total). The data collection application was designed in a way that it also collected emotional self-labels (i.e., emotional states as self-reported by students at any time of learning). We leveraged emotional self-label information to suggest various real-time interventions for the students. The results obtained using the final expert labels showed that the percentage of the students’ Satisfied state was significantly higher after interventions. The results also demonstrated that although the interventions were triggered by the emotional states as self-labeled by the students and tailored to improve such states, there was a major positive impact of these interventions on students’ behavioral states. This preliminary study showed that even with a limited set of emotion-aware interventions based on self-labels, students’ states could be impacted positively. Conducting large-scale pilots leveraging more advanced interventions is a future direction for our research. 相似文献
8.
Nazan Uludag Bautista Elisabeth E. Schussler Stephen M. Rybczynski 《International Journal of Science Education》2013,35(7):1184-1209
Science education reform documents identify nature of science (NOS) as a critical component of scientific literacy and call for universities, colleges, and K-12 schools to explicitly integrate NOS learning into science curricula. In response to these calls, this study investigated the classroom practices of nine graduate assistants (GAs) who taught expository and inquiry laboratories that implemented an explicit and reflective (ER) pedagogy to teach NOS. The purpose of this qualitative study was to better understand the experiences that enabled or inhibited GA implementation of an ER strategy in a college setting. The findings revealed that achieving quality implementation in this setting was very difficult. Factors such as GAs' ability to foster meaningful classroom discussions, laboratory logistics (e.g. lack of time and supplies), and the value undergraduates and GAs saw in learning about NOS were identified by GAs and observed by the researchers as barriers to the technique maximizing its potential. Thus, for meaningful infusion of NOS into science curricula, pedagogical support for GAs to manage meaningful classroom discussions in support of NOS or other complex topics is recommended for an ER approach to NOS learning to be successful in college settings. 相似文献
9.
Asli Sezen-Barrie Joel Moore Cara E. Roig 《International Journal of Science Education》2013,35(12):2013-2037
Drawn from the norms and rules of their fields, scientists use variety of practices, such as asking questions and arguing based on evidence, to engage in research that will contribute to our understanding of Earth and beyond. In this study, we explore how preservice teachers' learn to teach scientific practices while teaching plate tectonic theory. In particular, our aim is to observe which scientific practices preservice teachers use while teaching an earth science unit, how do they integrate these practices into their lessons, and what challenges do they face during their first time teaching of an earth science content area integrated with scientific practices. The study is designed as a qualitative, exploratory case study of seven preservice teachers while they were learning to teach plate tectonic theory to a group of middle school students. The data were driven from the video records and artifacts of the preservice teachers' learning and teaching processes as well as written reflections on the teaching. Intertextual discourse analysis was used to understand what scientific practices preservice teachers choose to integrate into their teaching experience. Our results showed that preservice teachers chose to focus on four aspects of scientific practices: (1) employing historical understanding of how the theory emerged, (2) encouraging the use of evidence to build up a theory, (3) observation and interpretation of data maps, and (4) collaborative practices in making up the theory. For each of these practices, we also looked at the common challenges faced by preservice teachers by using constant comparative analysis. We observed the practices that preservice teachers decided to use and the challenges they faced, which were determined by what might have come as in their personal history as learners. Therefore, in order to strengthen preservice teachers' background, college courses should be arranged to teach important scientific ideas through scientific practices. In addition, such practices should also reflect the authentic practices of earth scientists such as use of historical record and differentiating observation versus interpretation. 相似文献
10.
This study explores the process of teacher scaffolding student engagement in epistemic tools from the critical sensemaking perspective. Epistemic tools are contextual artifacts manipulated to investigate and evaluate ideas to construct knowledge within the constraints of a disciplines' representational means. The main sources of our data are ~50 min-long semistructured, responsive interviews with the 14 secondary school science teachers who participated in our professional learning environment (PLE) and implemented the activities from the PLE in their classrooms. We utilized the tools of discourse analysis to explore teacher sensemaking while they learned to teach science with epistemic tools. We then looked at intertextualities of meaning across multiple sets of data such as students' artifacts, pre/postsurveys, audio and video recordings of the workshops, and teachers' written implementation feedback forms. As a result, we recognized a pattern across different classrooms. Teachers would begin with a contextualized goal, and use a pedagogical strategy to scaffold their students as they worked to achieve that goal. Then, all teachers reported they faced some sort of ambiguity (such as grappling with failure, different levels of students). When faced with an ambiguity, teachers would then revise either their contextualized goal or their initial pedagogical strategy to help their students to reach their goals. Finally, we utilized constant-comparative analysis to identify themes for teachers' contextualized goals. Four major themes emerged, including communicating connections to core ideas of science, making sense of how science works, assessing students' learning process outcomes, and fostering students' epistemic agency. The findings of the study have implications for future research and professional development activities on the use of epistemic practices and tools in classrooms with unique contextual characteristics. 相似文献