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Sebnem Kandil lngec Serap Aga Mina Sahingoz 《美中教育评论》2014,(12):823-841
This study aims to measure girls＇ technical and vocational high school students＇ information and communication technology （ICT） skills and to investigate these in terms of different variables. The singular and relational survey model was used in this study. The sample composed of 119 technical and vocational high school students. The data were collected through a paper-based survey composed of two parts. In the first part of the survey, there are 15 items about personal information and demographic information about the participating students. In the second part, there is a scale about ICT skills. The data were analyzed by Statistical Package for Social Sciences （SPSS） Version 21.0 by means of percent, frequency, mean, mode, median, Mann-Whitney U, and Kruskall-Wallis test. The results showed that there were no significant differences in the technical and vocational high school students＇ ICT skills with respect to gender, class level, experience in the use of computers, frequency of using the Internet, working style, learning style, and motivation style. As for the ＂number of aim using the Internet＂ variable, a significant difference in the ICT skills scale was observed. 相似文献
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Sebnem Cilesiz 《Educational technology research and development : ETR & D》2011,59(4):487-510
In this paper I conceptualize experiences with technology as an object of study for educational technology research and propose
phenomenology as a highly suitable method for studying this construct. I begin by reviewing existing research focusing on
the construct of experiences with technology and the approaches utilized for its study. To augment this literature, I explain
the phenomenological concept of experience and describe its utility for understanding experiences with technology. I propose
the theoretical and methodological approach of phenomenology as a framework for developing a research agenda on experiences
with technology and for unifying existing lines of research in this area. To illustrate the promise of this approach and to
facilitate its application, I describe a research design consistent with the theoretical underpinnings of phenomenology, including
methods for collecting and analyzing data as well as ethical and validity considerations specific to this research design.
I conclude by identifying several possible research directions utilizing a phenomenological approach in educational technology
to incite further research in this area. 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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Sebnem Kandil Ingec 《美中教育评论》2008,5(11):47-54
There are numerous studies in literature related to the use of cartoons in physics, chemistry and mathematics education. However the studies on the use of cartoons as an alternative assessment tool are highly limited. This study was concerned with the use of cartoons as an alternative assessment method. There were five cartoons prepared related to impulse, momentum, impulse-momentum equation, conservation of momentum and vector property of momentum. The study revealed that physics pre-service teachers failed to emphasize the fact that momentum is vector quantity. Also the fact that only 15% of the participants scored a full point for the caricature related to the conservation of momentum is an issue which should seriously be considered. This shows us that there are some problems in the application of the conservation of momentum to everyday examples. 相似文献
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