排序方式： 共有8条查询结果，搜索用时 109 毫秒
1
1.
Ahmet Kilinc Namik Kemal Yeşiltaş Tezcan Kartal Ümit Demiral Baris Eroğlu 《Research in Science Education》2013,43(6):2277-2307
Environmental degradation stemming from anthropocentric causes threatens the biodiversity more than ever before, leading scholars to warn governments about the impending consequences of biodiversity loss (BL). At this point, it is of great importance to study the public’s conceptions of BL in order to identify significant educational implications. However, a review of the literature reveals a relatively small body of research about the public understanding of BL. In this qualitative study, we thus strived to elicit Turkish school students’ conceptions about BL using a written questionnaire including open-ended questions with respect to the definition of biodiversity as well as reasons for, results of and solutions to BL. The sample consisted of 245 school students in a relatively small city. A two-staged content analysis was run on the responses. The results showed that school students most commonly preferred species-focused definitions of biodiversity and understood BL through such various conceptual patterns as, ‘balance of nature’, ‘forest’, ‘global warming’, ‘hunting’ and ‘indirect conservation’. At the end of the paper, the possible educational implications and future perspectives were discussed. 相似文献
2.
Ahmet Kılınç Tezcan Kartal Barış Eroğlu Ümit Demiral Özlem Afacan Dilber Polat Mutlu P. Demirci Guler Özkan Görgülü 《Research in Science Education》2013,43(6):2455-2475
The aim of the present study was to understand the nature of teaching efficacy beliefs related to a socioscientific issue (SSI). We investigated Turkish preservice science teachers’ teaching efficacy beliefs about genetically modified (GM) foods using a belief system approach. We assumed that preservice teachers’ beliefs about GM foods (content knowledge, risk perceptions, moral beliefs, and religious beliefs) and their teaching efficacy beliefs about this topic constitute a belief system, and these beliefs are interrelated due to core educational beliefs. We used an exploratory mixed design to test this model. We developed and administered specific questionnaires to probe the belief system model. The sample for the quantitative part of this study included 441 preservice science teachers from eight universities. We randomly selected eight participants in this group for follow-up interviews. The results showed that preservice science teachers held moderately high teaching efficacy beliefs. Learning and teaching experiences, communication skills, vicarious experiences, emotional states, and interest in the topic were sources of this efficacy. In addition, content knowledge and risk perceptions were predictors of teaching efficacy. We believe that epistemologies based on traditional teaching and the values attached to science teaching are the core beliefs that affect the relationship between predictor variables and teaching efficacy. 相似文献
3.
Erdogan Kartal 《美中教育评论》2010,7(4):53-65
Feedback has been one of the important elements of learning and teaching theories and still pervades the literature and instructional models, especially computer and web-based ones. However, the mechanisms about feedback dominating the fundamentals of all the instructional models designed for self-learning have changed considerably with the interactive multimedia technology of today, which have recourse to a wider range of potential in terms of use and functionality. The study intends to indicate that feedback has double functions： On one hand, it has classic ＂triad＂ functions--feedback as motivator, reinforcement and information--in terms of computer-assisted instruction and, on the other hand, as it is emphasized in this study, it forms the core and maintains the continuity of the machine-learner interaction in multimedia software designed today. This work, originally a discussion paper, consists of a review of the related literature and analyses of the software programs designed for teaching French to adults as foreign language in French module of Multimedia Language Learning Centre at Charles-de-Gaulle University （Lille-France）. 相似文献
4.
Observational narrative knowledging in early professional development of student teachers of English
This paper presents a narrative inquiry approach to understanding the early professional development (PD) of student teachers of English at a state university in Turkey. With the twofold functioning of narrative as a tool for both research and PD, we probe into how student teachers’ early PD trajectories are shaped through observational narrative knowledging. Data consisted of group discussions, semi-structured interviews, metaphor elicitations, and informal conversations that accompanied the main data collection tool, i.e., narrative frames collected during the practicum. The triangulated data were subjected to a multi-tiered collaborative content analysis. The findings showed that narrative-embedded observations helped student teachers organize and attach meaning to their early field experiences, and thus build on their self-awareness, critical thinking, and reflectivity for future classroom practices. We also reported how the participants reflected retrospectively, in the course of, and the posteriori of writing the classroom observational narratives. Through narrative knowledging, we offer a more nuanced approach to aiding student teachers’ early PD.
相似文献5.
Hulya Kartal Asude Bilgin 《美中教育评论》2011,(1):70-79
This study intends to investigate and determine the types of corporal punishment and their frequency used by parents on their primary school age children that are within the context of light, violent and very violent physical aggressive behavior. This research was realized with 151 first, second and third grade pupils at a primary school in Bursa. The Turkish version of Picture-Card Version for Young Children of the Parent-to-Child Conflict Tactics Scales developed by Straus （2002） was used. Between 1.5% and 22.1% of the children reported that their parents ＂Sometimes＂ and ＂Often＂ used light physical aggressive behaviors. 30.3% of the students reported that their parents ＂Sometimes＂ and 7.7% of parents ＂Often＂ inflicted violent physical aggressive behaviors. 7.7% of the students reported that their parents ＂Often＂ and 34.9% of parents ＂Sometimes＂ inflicted very violent physical aggressive behaviors. It is expected that the findings of this study will raise the awareness of school stuff and educationalists. 相似文献
6.
7.
Ramazan Yirci Tuncay Yavuz Özdemir Seçil Eda Kartal İbrahim Kocabaş 《School Leadership & Management》2014,34(5):454-469
The purpose of this study was to find out teachers' perceptions about school principals' coaching skills. The study was carried out within qualitative research methods. The study group included 76 teachers in Elazig and 73 teachers in Kahramanmara? provinces of Turkey. All the data were processed using Nvivo 9 software. The results indicate that teachers' perceptions about their principals' coaching skills do not differ according to the age, marital status, sex and education status variables. The teachers think that their principals are successful at some coaching skills such as being experienced and knowledgeable, being an effective listener and setting achievable targets. Principals fail to show empathy, communicate effectively, praise, give feedback, motivate and have effective inquiry coaching skills. According to teachers' opinions, being a role model, showing empathy, praising, effectively communicating and motivating are important coaching skills that they would show if they were to sit in the principal chair. 相似文献
8.
Ahmet Kilinc Thomas Kelly Baris Eroglu Umit Demiral Tezcan Kartal Arzu Sonmez Mehmet Demirbag 《International Journal of Science and Mathematics Education》2017,15(2):195-213
For science teachers using the discourse of socioscientific issues (SSI), it is important to make a decision as to whether when and how to disclose their own positions. The existing limited literature shows that science teachers prefer one of four roles during SSI discourse: sticker to facts, imposer, democracy advocator, and committed impartialist. The purpose of the present research is to understand the nature of preservice science teachers’ (PST) beliefs underlying such selection. Based on existing literature, we developed a teacher’s belief questionnaire including vignettes representing four teacher’s roles in discussion of genetically modified (GM) foods. Three hundred twenty-four (324) PSTs from a Turkish context experiencing SSI-based reforms completed these questionnaires, selected one of the teacher’s roles, and justified their selection by writing reasons. Content analysis procedures were used in data analysis of this qualitative study. The results show that most PSTs selected dialogical roles (democracy advocators and committed impartialists). Looking at their beliefs, epistemologies and teaching goals work together in PSTs’ selection of their preferred role. In addition, we argue that there is no desired alignment between teachers’ existing beliefs and expectations of SSI reforms. We conclude by indicating certain implications that may enhance such alignment. 相似文献
1