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1.
Muammer Çalik Tuncay Özsevgeç Jazlin Ebenezer Hüseyin Artun Zeynel Küçük 《Journal of Science Education and Technology》2014,23(3):412-430
The purpose of this study is to examine the effects of ‘environmental chemistry’ elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers’ (SSSTs) conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and technological pedagogical content knowledge (TPACK) levels. Within one group pre-test–post-test design, the study was conducted with 117 SSSTs (68 females and 49 males—aged 21–23 years) enrolled in an ‘environmental chemistry’ elective course in the spring semester of 2011–2012 academic-years. Instruments for data collection comprised of Environmental Chemistry Conceptual Understanding Questionnaire, TPACK survey, and Chemistry Attitudes and Experiences Questionnaire. Significant increases in the SSSTs’ conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and TPACK levels are attributed to the SSSTs learning how to use the innovative technologies in the contexts of the ‘environmental chemistry’ elective course and teaching practicum. The study implies that the TESI model may serve a useful purpose in experimental science courses that use the innovative technologies. However, to generalize feasibility of the TESI model, it should be evaluated with SSSTs in diverse learning contexts. 相似文献
2.
Muammer Çalık Alipaşa Ayas Jazlin V. Ebenezer 《Research in Science & Technological Education》2013,31(3):283-308
The study aims to demonstrate evidence of (a) students’ conceptual change on solution rates; (b) students’ sub‐microscopic explanations of dissolution; and (c) retention of the concepts of solution rates. The sample consists of 44 Grade 9 students (18 boys and 26 girls) drawn purposively from two different classes (22 each) in the city of Trabzon, Turkey. The current study incorporates multiple methods of data collection: items from a solution concept test, clinical interviews and examination of students’ self‐assessment tasks. The results reveal that there is a statistically significant difference between scores in pre‐test and post‐test and between pre‐test and delayed test (p < 0.05). This research indicates that the intervention has improved students’ understanding of the conceptual relationship between solution rates and the sub‐microscopic explanation of dissolution. It has also helped in overcoming students’ alternative conceptions to some extent. However, alternative conceptions have not been eliminated completely. In the light of the results, this current study suggests that a simple model such as the four‐step constructivist teaching (4E) is efficient. 相似文献
3.
The purpose of this mixed‐method study was to investigate the changes in high school students' perceptions of fluency with innovative technologies (IT) and the levels of students' scientific inquiry abilities as a result of engaging students in long‐term scientific research projects focusing on community‐based environmental issues. Over a span of 3 years, a total of 125 ninth‐ through twelfth‐grade students participated in this study. A project‐specific Likert‐scale survey consisting of three parts (fluency with All Technologies, GPS/GIS, and CBL2/EasyData) was administered to all students as a pre‐ and post‐test. At the end of the study, 45 students were randomly interviewed and asked to elaborate on the changes in their perceptions of fluency with IT. The results indicated statistically significant increases (p < 0.001) in students' perceptions of their fluency with IT. Qualitative analysis of students' interview results corroborated the statistical findings of students' changes in perceptions of their fluency with IT. Students' research papers based on the environmental studies conducted at the interface of classroom and community were analyzed using the Scientific Inquiry Rubrics, which consist of 11 criteria developed by the researchers. Results indicated the students' abilities to conduct scientific inquiry for 7 out of 11 criteria were at the proficient level. This study clearly points to the correlation between the development of IT fluency and ability levels to engage in scientific inquiry based on respective competencies. Ultimately, this research study recommends that students' IT fluency ought to be developed and assessed concurrently with an emphasis on contemporary higher order scientific inquiry abilities. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 94–116, 2011 相似文献
4.
Characteristics of Pre-Service Teachers’ Online Discourse: The Study of Local Streams 总被引：2，自引：2，他引：0
Ling L. Liang Jazlin Ebenezer Deborah S. Yost 《Journal of Science Education and Technology》2010,19(1):69-79
This study describes the characteristics of pre-service teachers’ discourse on a WebCT Bulletin Board in their investigations
of local streams in an integrated mathematics and science course. A qualitative analysis of data revealed that the pre-service
teachers conducted collaborative discourse in framing their research questions, conducting research and writing reports. The
science teacher educator provided feedback and carefully crafted prompts to help pre-service teachers develop and refine their
work. Overall, the online discourse formats enhance out-of-class communication and support collaborative group work. But the
discourse on the critical examination of one another’s point of views rooted in scientific inquiry appeared to be missing.
It is suggested that pre-service teachers should be given more guidance and opportunities in science courses in carrying out
scientific discourse that reflects reform-based scientific inquiry. 相似文献
5.
Usability evaluation of an NHS library website 总被引：1，自引：0，他引：1
Ebenezer C 《Health information and libraries journal》2003,20(3):134-142
Objectives: To carry out a usability evaluation of the recently launched South London and Maudsley NHS Trust library website. Methods: A variety of standard methodologies were employed: content and design evaluation of selected comparable sites, focus groups, a questionnaire survey of library and Web development staff, heuristic evaluation, observation testing, card sorting/cluster analysis, and label intuitiveness/category membership testing. All test participants were staff of or providers of services to the trust. Demographic information was recorded for each participant. Results: Test participants’ overall responses to the site were enthusiastic and favourable, indicating the scope and content of the site to be broadly appropriate to the user group. Testers made numerous suggestions for new content. Usability problems were discovered in two main areas: in the organization of the site, and in the terminology used to refer to information services and sources. Based on test results, proposals for a revised menu structure, improved accessibility, and changes to the terminology used within the site are presented. Conclusion: Usability evaluation methods, appropriately scaled, can be advantageously applied to NHS library websites by an individual Web editor working alone. 相似文献
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7.
Jazlin V. Ebenezer 《Journal of Science Education and Technology》2001,10(1):73-92
This article describes the characteristics and values of hypermedia for learning chemistry. It reports how a hypermedia environment was used to explore a group of 11th grade chemistry students' conceptions of table salt dissolving in water. It then presents how the hypermedia was used by students to negotiate meaning for two conceptualizations about the process of dissolving table salt in water: (a) the transformation of solid to liquid, and (b) the chemical combination of solute and solvent. This article traces the nature of students' conceptions for the solution process of table salt. The findings of this study indicate that a hypermedia environment can be used to explore, negotiate, and assess students' conceptions of the submicroscopic aspects of solution chemistry. Further, this article discusses the successes and difficulties pertaining to the learning of solution chemistry in a hypermedia environment, and presents an account of an improved version for future study. 相似文献
8.
Ling L. Liang Sufen Chen Xian Chen Osman Nafiz Kaya April Dean Adams Monica Macklin Jazlin Ebenezer 《International Journal of Science and Mathematics Education》2009,7(5):987-1012
This article presents the findings of an international collaborative investigation into preservice teachers’ views on the
nature of scientific knowledge development with respect to six elements: observations and inferences, tentativeness, scientific
theories and laws, social and cultural embeddedness, creativity and imagination, and scientific methods. A total of 640 preservice
teachers, 209 from the United States, 212 from China, and 219 from Turkey, participated in the study. The survey “Student Understanding of Science and Scientific Inquiry (SUSSI)”, having a blend of Likert-type items and related open-ended questions, was used to gain a fuller understanding of the preservice
teachers’ views of the nature of scientific knowledge development. Across the three countries, the participants demonstrated
better understanding of the tentative NOS aspect but less understanding of the nature of and relationship between scientific
theories and scientific laws. The Chinese sample scored highest on five of the six Likert sub-scales, the USA sample demonstrated
more informed views on observation and inference, and the Turkish preservice teachers possessed relatively more traditional
views in all six NOS aspects. Conclusions and limitations of the present study as well as implications and recommendations
for future studies, are also discussed. 相似文献
9.
Research in Science Education - The original version of this article unfortunately contained a mistake. The name of “Dima Kassab” was incorrectly spelled as “Dimma Kasab”. 相似文献
10.
Ebenezer F. Kolajo 《Community College Journal of Research & Practice》2013,37(4):365-371
Using an ex post facto analysis of outcomes data, this paper tracks the academic performances of developmental and non-developmental students and examines the effects that developmental courses have on subsequent academic progress leading up to graduation. Three-year data on developmental students and graduates were analyzed to discern the characteristics of students graduating from the College, and to compare and contrast the characteristics of developmental and non-developmental students who graduated. The College graduates were categorized into four groups with respect to their academic preparation as suggested by their placement scores. During the three-year period considered, over 61% of the College's graduates took one or more developmental courses. This study shows that there is a positive link between the number of developmental courses taken and time to graduation. Consistent with prior studies, it is remarkable that developmental students perform equally well in college level courses as non-developmental students, depending on the number of pre-college level courses taken. As higher education institutions are facing increasing demands for accountability and performance requirements, accurate assessment and placement of students needing interventions become more imperative. However, accountability measures linked to retention, graduation rates, and federal student financial aid may disadvantage community colleges, especially because roughly two-thirds of community college students attend part-time and require remediation. 相似文献