http://hdl.handle.net/20.500.12397/5097 2026-04-09T04:47:50Z 2026-04-09T04:47:50Z AYDIN, Güliz BALIM, ALİ GÜNAY http://hdl.handle.net/20.500.12397/5216 2020-06-16T12:44:48Z 2011-01-01T00:00:00Z

THE ACTIVITIES BASED ON CONCEPTUAL CHANGE STRATEGIES PREPARED BY SCIENCE TEACHER CANDIDATES AYDIN, Güliz; BALIM, ALİ GÜNAY One of the main objectives of science education is to make students learn concepts meaningfully. It is known that students have some difficulties in understanding some concepts and they usually have misconceptions. In order to make meaningful learning possible, these misconceptions should be removed. Conceptual change strategies can be used for removing students' misconceptions in science education. Primary school science education is of great importance for meaningful science learning. Provided that science teachers teach scientific concepts correctly, students can be expected to learn meaningfully. Because of this, science teacher candidates should learn conceptual change strategies and how to apply them. This study contains science teacher candidates' activities related to conceptual change strategies, such as; conceptual change texts, analogies, models and concept cartoons. The study was conducted in 2009-2010 academic year, at Dokuz Eylül University, Buca Education Faculty. This 5-week study was carried out during Special Teaching Methods course. 28 students joined the study. This study was helpful in that the science teacher candidates involved in the study learned conceptual change strategies better and they prepared activities based on them

2011-01-01T00:00:00Z MIKOS, Wojciech CZERWIEC, Karolina http://hdl.handle.net/20.500.12397/5215 2020-06-16T12:44:48Z 2011-01-01T00:00:00Z

CHILDREN'S FAMILY SITUATION AND THEIR SCHOOL ACHIEVEMENTS IN SCIENCE MIKOS, Wojciech; CZERWIEC, Karolina A contemporary family undergoes quick changes, which can upset the uniformities of educational influences on young generations. Therefore, cooperation between family and school is essential (Okoń, 2004, Kupisiewicz 2009, Szychowska 2001). Family environment is one of the factors influencing child's development, it stimulates intellectual and emotional development, shapes values, etc., which has a great impact on their school life. Nowadays, we face family life crisis. It happens because of , among others, the negative influence of the media promoting violence, abortion, euthanasia, divorces, sexual deviations and lack of morality (Bębas, 2009). The research was conducted among primary school students (level 4th-6 th) in Jaworzno (Poland). 80 respondents of science classes participated in the research. The research method was a diagnostic survey. The questions of the questionnaire concerned, among others, children and parents' forms of spending time together, place and time of doing homework, help and difficulties in achieving better school results. The questionnaire has taken into account the students' perspective as well as it referred to parents and families of the respondents. The research proved that the school results are connected with the family situation. Both children's and parents' interests, ways of spending their leisure, atmosphere at home and mutual relations between children, parents and teachers have an influence on students' results as far as science classes are concerned. Poor school results are the consequence of psychological and environmental factors, but they are also greatly affected by educational mistakes made by parents. It is, thus, important for the parents to emphasize the huge role of education in their children's lives. Parents' attitude towards their children shapes behavioural patterns, their personalities and their attitude towards a range of issues, including school and science. In the light of the research it turns that: students who meet friends after school have better results in biology learning. They meet for fun, but also to learn nature and observe it. An especially important aim for this research was the emphasis on the fact that students met also to learn science. The survey research revealed that meeting other students is not a barrier or a problem in children learning. The research emphasized that it is necessary to teach students cooperation in biology lesson in the classroom. School should have an important role in these activities because its an intermediary between children and society

2011-01-01T00:00:00Z Şaşmaz Ören, Fatma Ormancı, Ümmühan KARATEKİN, Pınar Evrekli, Ertuğ http://hdl.handle.net/20.500.12397/5214 2020-06-16T12:44:48Z 2011-01-01T00:00:00Z

A COMPARISON BETWEEN THE KNOWLEDGE LEVELS OF PROSPECTIVE SCIENCE AND TECHNOLOGY TEACHERS AND ELEMENTARY STUDENTS ABOUT RESPIRATION-PHOTOSYNTHESIS IN PLANTS Şaşmaz Ören, Fatma ; Ormancı, Ümmühan; KARATEKİN, Pınar; Evrekli, Ertuğ The present study aims to compare the knowledge levels of prospective science and technology teachers and 6th, 7 th, and 8th-grade students about respiration-photosynthesis in plants. To this end, it used the survey model as a quantitative research method. The study was carried out in two elementary schools in Demirci during the first semester of academic year 2009-2010 and with the prospective science and technology teachers studying in the Faculty of Education at Celal Bayar University during the second semester of the same academic year. The study sample consists of 192 prospective science and technology teachers and 191 elementary students. The concept cartoon tests were used to collect data in the study. SPSS 17 software was used to analyze concept cartoons. The results of the study demonstrate that the knowledge levels of pre-service teachers and elementary students about respiration-photosynthesis in plants differed in favor of the pre-service teachers. Furthermore, the participants exhibited the highest knowledge levels about the subject in the 5th concept cartoon question, which is 'respiration and photosynthesis phenomena in plants'. Nevertheless, the knowledge levels were low for pre-service teachers about 'the relationship between respiration-photosynthesis in plants', and for elementary students about living things that can carry out photosynthesis. In the light of these results, some suggestions are made about respirationphotosynthesis in plants

2011-01-01T00:00:00Z NASERIAZAR, Akbar Özmen, Haluk BADRIAN, Abed http://hdl.handle.net/20.500.12397/5213 2020-06-16T12:44:48Z 2011-01-01T00:00:00Z

EFFECTIVENESS OF ANALOGIES ON STUDENTS' UNDERSTANDING OF CHEMICAL EQUILIBRIUM NASERIAZAR, Akbar; Özmen, Haluk ; BADRIAN, Abed This study investigates the effect of analogy-based instruction (ABI) versus traditional instruction on students' understanding of chemical equilibrium in a first-year general chemistry course. A quasi-experimental design was used in the study. The study utilized a pre-test/post-test design and one comparison group (CG) and one experimental group (EG) were used in the study. In the study, a delayed-test was also implemented to both groups' students in addition to pre- and post-tests. Each treatment (analogy and traditional) was randomly assigned. The study was carried out in two different classes in the department of science and engineering during the 2009-2010 academic years at Marand Azad University in Iran. In Iran, chemical equilibrium has been studied in fourth year in chemistry course of secondary school. Participants in the study were 65 university students who enrolled in the general chemistry course, from the two classes of the same teacher. One class was randomly assigned to the experimental group (n=30) while the other was the control group (n=35). Twelve analogies were used in experimental group. Four of them were adapted from the literature and the others were prepared by the researchers. During a five-week period; each group received an equal amount of instruction. The Chemical Equilibrium Achievement Test (CEAT) was administered as pre-test, post-test and delayed-test to collect data. The CEAT consisted of 20 multiple-choice questions prepared by the researchers. Collected data were analyzed by using t-test and ANCOVA. The results of the study indicated that the students in the experimental group showed significantly greater achievement than the students in the control group. Based on the results, we can say that analogies can help students visualize abstract concepts, organize their thinking about a given topic, and learn a topic meaningfully.

2011-01-01T00:00:00Z