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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
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G. Hagay A. Baram-Tsabari J. Ametller G. Cakmakci B. Lopes A. Moreira H. Pedrosa-de-Jesus 《Research in Science Education》2013,43(3):895-919
In order to bridge the existing gap between biology curricula and students’ interests in biology, a strategy for identifying students’ interest based on their questions and integrating them into the curriculum was developed. To characterize the level of generalizability of students’ science interests over 600 high school students from Portugal, Turkey, England and Israel, who chose biology as an advanced subject, their interest level was ranked in 36 questions that were originally raised by Israeli students. Results indicate that students from four different countries show interest in similar science questions. The most intriguing questions were the ones that dealt with human health and new developments in reproduction and genetics. Religious affiliation had the strongest effect on students’ interest level, followed by national affiliation and gender. The findings suggest that students’ interest in one context is relevant to the development of interest-based learning materials in a different context. However, despite these similarities, cultural and sociological differences need to be taken into account. 相似文献
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Gultekin Cakmakci John Leach James Donnelly 《International Journal of Science Education》2013,35(15):1795-1815
This cross‐sectional study identifies key conceptual difficulties experienced by upper secondary school and pre‐service chemistry teachers (N = 191) in the area of reaction rates. Students' ideas about reaction rates were elicited through a series of written tasks and individual interviews. In this paper, students' ideas related to reaction rate and its relationship with concentration or pressure are discussed. Evidence is presented to support the following claims. First, school students tended to use “macroscopic” modelling rather than using “particulate” and/or “mathematical” modelling. By contrast, undergraduates were more likely to provide explanations based upon theoretical models and entities within established chemical ideas. Nevertheless, second, they had conceptual difficulties in making transformation within and across different theoretical models. Finally, students did not generally use a scientifically acceptable concept of reaction rate across contexts. Although an acceptable concept may have been used in one context, incorrect ideas may, nonetheless, have been used in other contexts. However, undergraduates' responses were less affected by context. Several conceptual difficulties exhibited by school students persisted among undergraduates. Some possible implications for planning the curriculum and teaching are proposed in the light of the results. 相似文献
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Gultekin Cakmakci Ozge Tosun Sebnem Turgut Sefika Orenler Kubra Sengul Gokce Top 《International Journal of Science and Mathematics Education》2011,9(3):627-655
This study aims at investigating the effects of a teaching intervention, the design of which is informed by evidence from
educational theories and research data, on students’ images of scientists. A quasi-experimental design with a non-equivalent
pre-test–post-test control group (CG) was used to compare the outcomes of the intervention. The subjects of the study were
63 grade 6 (aged 12 and 13) students who were in two different classes and taught by two different teachers. The study was
undertaken in ten class hours over a 4-week period, during which the topics related to matter and heat concepts were covered
as a part of the regular Turkish Science and Technology Curriculum. Before the intervention, there was no significant difference between the two classes in terms of their achievements in the
Science and Technology course (t(63) = −0.943, p > 0.05). Accordingly, one of the classes was randomly selected as the experimental group (EG). A modified version of the
Draw-a-Scientist Test, in conjunction with individual interviews, was used to assess students’ images of scientists at the
beginning and end of the study. The results showed that students who had followed evidence-informed instruction had significant
gains from the pre-test to the post-test regarding their images of scientists compared to students with traditional instruction.
Many students in the EG started to view scientists as realistic people rather than as extraordinary people or mythical creatures.
Nevertheless, several students in the CG held images of scientists and their work which fit a stereotype of scientists as
male, bald, bespectacled, wearing a laboratory coat, working alone in a laboratory environment and having a limited social
life. Some possible implications for teaching and further research are discussed. 相似文献
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