排序方式： 共有9条查询结果，搜索用时 31 毫秒
1
1.
Recent increased interest in computational thinking poses an important question to researchers: What are the best ways to teach fundamental computing concepts to students? Visualization is suggested as one way of supporting student learning. This mixed-method study aimed to (i) examine the effect of instruction in which students constructed visualizations on students’ programming achievement and students’ attitudes toward computer programming, and (ii) explore how this kind of instruction supports students’ learning according to their self-reported experiences in the course. The study was conducted with 58 pre-service teachers who were enrolled in their second programming class. They expect to teach information technology and computing-related courses at the primary and secondary levels. An embedded experimental model was utilized as a research design. Students in the experimental group were given instruction that required students to construct visualizations related to sorting, whereas students in the control group viewed pre-made visualizations. After the instructional intervention, eight students from each group were selected for semi-structured interviews. The results showed that the intervention based on visualization construction resulted in significantly better acquisition of sorting concepts. However, there was no significant difference between the groups with respect to students’ attitudes toward computer programming. Qualitative data analysis indicated that students in the experimental group constructed necessary abstractions through their engagement in visualization construction activities. The authors of this study argue that the students’ active engagement in the visualization construction activities explains only one side of students’ success. The other side can be explained through the instructional approach, constructionism in this case, used to design instruction. The conclusions and implications of this study can be used by researchers and instructors dealing with computational thinking. 相似文献
2.
Neurodegenerative molecules play an important role in maintaining a supply for synaptic vesicles; and they are also likely to help regulate the dopamine release which is the primary mechanism of action in pharmacological treatments for attention deficit hyperactivity disorder (ADHD). It is suggested that there could be interactions between α-synuclein and tau in cytoskeletal disorganization and synaptic dystrophy. Therefore, we aim to determine the serum levels of neurodegenerative molecules such as α-synuclein and tau in children with ADHD. The study group consisted of 25 children, aged 6–10, diagnosed with ADHD according to DSM-IV criteria and who appeared at Dicle University, Faculty of Medicine, and Department of Child Psychiatry in Diyarbak?r, Turkey. 25 children, having no psychiatric disorders and medical illnesses, were selected as healthy control group. Serum α-synuclein and tau concentrations were determined by Enzyme-Linked Immuno Sorbent Assay. The α-synuclein levels of ADHD were not significantly different than those of controls. The tau levels of ADHD were found to be statistically significantly higher than those of controls. Moreover, α-synuclein levels showed a statistically significantly positive correlation with tau levels in children with ADHD. The results of our preliminary study can suggest that ADHD might possibly share a common disease mechanism with other diseases in terms of tau pathology. Increased serum tau level may be an indication of disturbance of microtubule transportation in the brains of children with ADHD. 相似文献
3.
Oral R Can D Kaplan S Polat S Ates N Cetin G Miral S Hanci H Ersahin Y Tepeli N Bulguc AG Tiras B 《Child abuse & neglect》2001,25(2):279-290
OBJECTIVE: To share the experiences of the first clinical multidisciplinary child abuse and neglect (CAN) team in Turkey with international child abuse community. METHODS: The authors established the first Turkish CAN follow-up team at Dr. Behcet Uz Children's Hospital. Following a training program in five teaching hospitals in Izmir, the authors kept a record of every case diagnosed with CAN from these hospitals between 1996 and 1998. The demographic, epidemiologic, and medical features of this case series are summarized. RESULTS: Fifty cases were diagnosed and followed-up. Seventy-six percent of patients were reported from Dr. Behcet Uz Children's Hospital. Age and sex distribution was 9.2 +/- 6.7 years and 46% male, 54% female, respectively. The offenders were only father in 38%, only mother in 28%, and multiple in 34%. More than three CAN risk factors were present in 94%. Of the children reported 44% survived, 14% died, and 42% were lost to follow-up. Sixteen percent were free of reabuse, and 42% survived with handicaps. CONCLUSIONS: Child abuse and neglect is a reality in Turkey. The team's work increased pediatricians' awareness of CAN. Reporting these cases to Social Affairs Bureau was established for the first time in Turkey. Physicians in Turkey need training to diagnose and properly report CAN. The implemen tation of a national CAN prevention program is an urgent need for Turkey. 相似文献
4.
Leblebicioglu G. Abik N. M. Capkinoglu E. Metin D. Dogan E. Eroglu Cetin P. S. Schwartz R. 《Research in Science Education》2019,49(5):1231-1255
Research in Science Education - Scientific inquiry is widely accepted as a method of science teaching. Understanding its characteristics, called Nature of Scientific Inquiry (NOSI), is also... 相似文献
5.
Prior research has had a limited approach to identifying organisational factors related to knowledge management (KM) practices of higher education institutions (HEIs), the centre for knowledge creation. This qualitative study explored such factors affecting KM capabilities from the perspectives of 30 full-time academics in public universities, and identified the dimensions of the KM capabilities framework. Results revealed that physical conditions, budget, human and technological resource management, division of labour, workload, time management, communication, bureaucracy, structural differentiation, motivation, individualism, and organisational behaviour affect KM infrastructure capabilities; bureaucracy, KM teams, institutional platforms, organisational structure, knowledge maps, vision, individual attitudes, academic collaboration, process management, budget, decision-making processes, sustainable academic KM, transparency, labour force, knowledge security, organisational culture, accessibility, and archiving affect KM process capabilities. These results contribute to identifying the organisational factors influencing KM that are critical to guiding practitioners and administrators of HEIs in developing more effective KM strategies and practices. 相似文献
6.
Mehmet Aydeniz Aybuke Pabuccu Pinar Seda Cetin Ebru Kaya 《International Journal of Science and Mathematics Education》2012,10(6):1303-1324
The purpose of this study was to explore the impact of argumentation-based pedagogy on college students?? conceptual understanding of properties and behaviors of gases. The sample consists of 108 students (52 in the control group and 56 in the intervention group) drawn from 2 general chemistry college courses taught by the same instructor. Data were collected through pre- and post-tests. The results of the study show that the intervention group students performed significantly better than the control group students on the post-test. The intervention group students also showed significant increase in their test scores between pre- and post-test. While at least 80?% of the students in the intervention group abandoned their initial ideas on all of the 17 alternative conceptions that were identified by the authors but one, the percent of student abandoning their initial ideas in the control group was less than 50. The discussion focuses on the implications of these results for addressing students?? alternative conceptions, promoting the argumentation?Cpedagogy in college science courses and the challenges associated with the use of argumentation in college science classrooms. 相似文献
7.
Pinar Seda Cetin Guluzar Eymur Sherry A. Southerland Joi Walker Kirby Whittington 《International Journal of Science Education》2018,40(5):473-497
This study examines the influence of laboratory instruction that engages students in a wide range of the practices of science on Turkish high-school students’ chemistry learning. In this mixed methods study, student learning in two different laboratory settings was compared, one that featured an instruction that engaged students in a wide range of disciplinary practices (through Argument-driven Inquiry – ADI) and similar laboratories in which a more traditional Structured Inquiry (SI) approach was employed. The data sources included a Chemistry Concept test, an Argumentative Writing Assessment, and Semi-structured interviews. After seven weeks of chemistry instruction, students experiencing ADI instruction scored higher on the Chemistry Concept test and the Argumentative Writing Assessment than students experiencing SI instruction. Furthermore, girls who experienced ADI instruction scored higher on the assessments than their majority peers in the same class. The results suggest that Turkish students can substantially improve their chemistry proficiency if they have an opportunity to engage in instruction featuring a broad array of the practices of science. 相似文献
8.
G. Leblebicioglu D. Metin E. Capkinoglu P. S. Cetin E. Eroglu Dogan R. Schwartz 《Science & Education》2017,26(7-9):889-917
Although nature of science (NOS) and nature of scientific inquiry (NOSI) are related to each other, they are differentiated as NOS is being more related to the product of scientific inquiry (SI) which is scientific knowledge whereas NOSI is more related to the process of SI (Schwartz et al. 2008). Lederman et al. (Journal of Research in Science Teaching, 51, 65–8, 2014) determined eight NOSI aspects for K-16 context. In this study, a science camp was conducted to teach scientific inquiry (SI) and NOSI to 24 6th and 7th graders (16 girls and 8 boys). The core of the program was guided inquiry in nature. The children working in small groups under guidance of science advisors conducted four guided-inquiries in the nature in morning sessions on nearby plants, animals, water, and soil. NOSI aspects were made explicit during and at the end of each inquiry session. Views about scientific inquiry (VASI) (Lederman et al. Journal of Research in Science Teaching, 51, 65–8, 2014) questionnaire was applied as pre- and post-test. The results of the study showed that children developed in all eight NOSI aspects, but higher developments were observed in “scientific investigations all begin with a question” and “there is no single scientific method,” and “explanations are developed from data and what is already known” aspects. It was concluded that the science camp program was effective in teaching NOSI. 相似文献
9.
Pinar Seda Cetin Nihal Dogan Ali Yigit Kutluca 《Journal of Science Teacher Education》2014,25(3):309-331
Research exploring the possible link between quality of argumentation and content knowledge is not straightforward. Some studies suggest a positive relationship (e.g. Dawson & Schibeci in J Biol Educ 38(1):7–12, 2003) while others do not (e.g. Zohar & Nemet in J Res Sci Teach 39:35–62, 2002). This study examined the possible relationship between pre-service science teachers’ (PSTs) lines of argument regarding genetic cloning issues and their knowledge of the related content. In the research, pre-service teachers were divided into groups according to the results of a conceptual understanding test on genetic cloning, and were categorized as high, middle and low achievers. After introducing three socio-scientific scenarios (relating to genetic cloning) with the intention of prompting lines of argumentation, the PSTs then participated in semi-structured interviews with the research team. It was revealed that there is not a significant relationship between the quality of socio-scientific argumentation among PSTs and their knowledge of content in the domain of cloning. Explanations for these results are discussed in light of the related literature and with reference to the interviews. 相似文献
1