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1.
Açıkgöz Ömer Aslan Aydın Günay Aslı 《Educational technology research and development : ETR & D》2022,70(5):1893-1910
Educational technology research and development - This study aims to evaluate the level of Turkish higher education graduates’ problem-solving skills (PSSs) in technology-rich environments... 相似文献
2.
Demet Yazilitas Jörgen Svensson Geert de Vries Sawitri Saharso 《Educational Research and Evaluation》2013,19(6):525-545
This article presents an overview of the recent literature on gendered patterns of academic choice in mathematics, science, and technology. It distinguishes in this literature micro-level, macro-level, and institutional explanations. Micro-level explanations focus primarily on psychological constructs, that is, variables at the level of the individual students. Macro-level explanations focus primarily on socioeconomic conditions and cultural understandings of gender roles. Institutional explanations focus on design characteristics of (national) education systems. After a presentation of these perspectives and of recent research progress that has been made, the authors critically discuss the lacunae that still exist in explaining cross-national variety, and provide suggestions for designing future research in this field. 相似文献
3.
Betül Açıkgöz 《History of education》2017,46(1):1-20
During the rapidly changing political atmosphere of the 1910s, the practice of sanctioning scholastic knowledge began to be implemented in the yearly selection of textbooks due to political contingencies. The study shows the procedures of approval and disapproval practised by the Grand Council of Education and the Copyright and Translation Office through archival pursuit in the Ministry of Education. The basis of the research material is constituted by documents of the textbook selection commissions for approval and disapproval practices, and rejection petitions written by textbook authors, as well as the incorporation of supportive primary sources such as records of parliament sessions, and critical books and articles on education from the Second Constitutional Period (1908–1918). Tracing a path through the Ottoman archives, the study pursues the frictions between the authors and the Office in the political ambience of the period and exposes the inefficiency of modern bureaucratic units crippled by favouritism and corruption. Thus, it reveals that the well-organised curricula and guidelines in modern schooling did not always yield uniformity. It contributes to questioning the overemphasised impact of modernisation of education, which is often associated with a smooth progression in the history of education literature. 相似文献
4.
Existing research on students’ conceptions contain competing philosophical positions concerning the nature of students’ ideas—whether those ideas are coherent, systematic and theory-like, or fragmented and incoherent. Existing research has also focused primarily on studies of individual conceptions rather than investigating multiple, related conceptions. Nevertheless, there is wide agreement among researchers and teachers alike that the ideas students bring to a learning situation are fertile ground for investigation, and that students’ ideas should be taken into consideration when planning science instruction. The purpose of this study was to examine the representational, conceptual framework, and contextual consistency aspects of two students’ ideas across concepts of evaporation, condensation, and boiling. Knowing the consistency students express for each specific concept, and how well they integrate these related concepts, would offer insights that could potentially impact student learning. We present two case studies here that highlight the degree of consistency expressed by two students across different representations for each target concept and in instances where these conceptions are related to one another. Findings from this study highlight the need for attention to the consistency of students’ ideas across multiple, related concepts. Implications from this study support our recommendation for metaconceptual teaching strategies that would help students examine different representations for the same concept and also to examine the consistency of their ideas across multiple conceptions. 相似文献
5.
Özgecan Taştan Eylem Yalçınkaya Yezdan Boz 《Journal of Science Education and Technology》2008,17(5):444-453
The aim of this study is to compare the effectiveness of conceptual change text instruction (CCT) in the context of energy
in chemical reactions. The subjects of the study were 60, 10th grade students at a high school, who were in two different
classes and taught by the same teacher. One of the classes was randomly selected as the experimental group in which CCT instruction
was applied, and the other as the control group in which traditional teaching method was used. The data were obtained through
the use of Energy Concept Test (ECT), the Attitude Scale towards Chemistry (ASC) and Science Process Skill Test (SPST). In
order to find out the effect of the conceptual change text on students’ learning of energy concept, independent sample t-tests, ANCOVA (analysis of covariance) and ANOVA (analysis of variance) were used. Results revealed that there was a statistically
significant mean difference between the experimental and control group in terms of students’ ECT total mean scores; however,
there was no statistically significant difference between the experimental and control group in terms of students’ attitude
towards chemistry. These findings suggest that conceptual change text instruction enhances the understanding and achievement. 相似文献
6.
Burcu Erdemir Cennet Engin Demir Jülide Yıldırım Öcal Yaşar Kondakçı 《The Educational forum》2020,84(2):126-139
AbstractConstant pressures emanating from internal and external environments of the academy have resulted in many changes, one of which is the workplace mobbing, an old issue for the broader field of organization science but a relatively new phenomenon in the academic context. This study investigated the relationship between workplace mobbing and academic leadership and the results indicated that the more positive leadership there is in an institution, the less mobbing behaviors are observed. 相似文献
7.
Background: One of the topics students have difficulties in understanding is electromagnetic induction. Active learning methods instead of traditional learning method may be able to help facilitate students’ understanding such topics more effectively.
Purpose: The study investigated the effectiveness of physical models and simulations on students’ understanding daily life applications of electromagnetic induction.
Sample: The nine participants in the study were voluntaries from the fourth year of the physics education undergraduate programme.
Design and methods: Lessons were designed to enhance students’ conceptual understanding of electromagnetic induction. Researchers developed multiple generator and simple electric motor models. These models and simulations about Faraday’s Law, magnetic field, magnets, generator and radio waves were used in lessons. The data were collected through open-ended questionnaire and semi-structured interview. Open-ended questionnaire was employed in a pre-test and a post-test. Students’ answers were categorized as sound understanding, partial understanding, misunderstanding and no understanding. At the end of the last lesson, the interview was implemented about the students’ opinions related to application.
Results: For each question, the number of responses matching the accepted scientific explanation increased after application. The number of illogical or incorrect responses decreased.
Conclusions: Physical models and simulations used in the present study had positive effect on students participated in this study to understand electromagnetic induction and its daily life applications. 相似文献
8.
Zubeyde Demet Kirbulut Esen Uzuntiryaki-Kondakci 《International Journal of Science Education》2019,41(8):995-1014
Current studies reveal that meta-level variables are very important in learning; however, little research has been devoted to the role of metaconceptual and meta-affective variables on student achievement. With the aim of filling this gap in the literature, the present study investigated the relationship between metavariables (metaconceptual awareness, metaconceptual regulation, affective awareness, and affective regulation) and science achievement with the mediating effect of science self-efficacy through structural equation modeling. A total of 576 eighth grade students participated in the study. Results indicated that science self-efficacy partially mediated the relationship that metaconceptual regulation and affective regulation have with science achievement. In other words, students who monitor and evaluate their existing conceptions and follow, control, and adapt their emotions are likely to have high science self-efficacy and then high science achievement. In addition, metaconceptual awareness, metaconceptual regulation, and affective regulation positively predicted science self-efficacy, which was itself a positive predictor of science achievement. The findings imply that metavariables are essential components of science achievement via self-efficacy. 相似文献
9.
This article discusses the role of Selim S?rr? Tarcan in the emergence of physical education in Turkey, which was an important component of the modernisation project of the Republic. Selim S?rr? Tarcan was a devoted moderniser who contributed to this process with his works and ideas in the field of physical education, a political project for the creation of strong and healthy citizens of the newly established nation-state. To analyse his contribution, we first establish the longer historical context that allows us to understand the development of modern education as a tool for shaping young generations. Second, we will focus on portions of Selim S?rr? Tarcan's biography for understanding the emergence of modern physical education and conclude by analysing his contributions to develop the archetype of healthy young citizens through modern physical education. 相似文献
10.
Laure Coudrat Majdi Rouis Hamdi Jaafar Elvis Attiogbé Thierry Gélat Tarak Driss 《Journal of sports sciences》2013,31(9):892-900
AbstractThis study investigated the interaction between emotion-eliciting pictures and power output during a repetitive supra-maximal task on a cycle ergometre. Twelve male participants (mean (±SD) age, height and weight: 28.58 ± 3.23 years, 1.78 ± 0.05 m and 82.41 ± 13.29 kg) performed 5 repeated sprint tests on a cycle ergometre in front of neutral, pleasant or unpleasant pictures. For each sprint, mechanical (peak power and work), physiological (heart rate) and perceptual (affective load) indices were analysed. Affective load was calculated from the ratings of perceived exertion, which reflected the amount of pleasant and unpleasant responses experienced during exercise. The results showed that peak power, work and heart rate values were significantly lower (P < 0.05) for unpleasant pictures (9.18 ± 0.20 W ? kg?1; 47.69 ± 1.08 J ? kg?1; 152 ± 4 bpm) when compared with pleasant ones (9.50 ± 0.20 W ? kg?1; 50.11 ± 0.11 J ? kg?1; 156 ± 3 bpm). Furthermore, the affective load was found to be similar for the pleasant and unpleasant sessions. All together, these results suggested that the ability to produce maximal power output depended on whether the emotional context was pleasant or unpleasant. The fact that the power output was lower in the unpleasant versus pleasant session could reflect a regulatory process aimed at maintaining a similar level of affective load for both sessions. 相似文献