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  • 1
    Online Resource
    Online Resource
    The Investigation of Self-efficacy of Pre-service Science Teachers and Pre-service Physics Teachers towards Web Pedagogical Content Knowledge Regarding Internet Use Habits
    Elsevier BV ; 2014
    In:  Procedia - Social and Behavioral Sciences Vol. 116 ( 2014-02), p. 3395-3399
    Details
    In: Procedia - Social and Behavioral Sciences, Elsevier BV, Vol. 116 ( 2014-02), p. 3395-3399
    Type of Medium: Online Resource
    ISSN: 1877-0428
    URL: Article
    DOI: 10.1016/j.sbspro.2014.01.771
    Language: English
    Publisher: Elsevier BV
    Publication Date: 2014
    detail.hit.zdb_id: 2488217-3
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  • 2
    Online Resource
    Online Resource
    Determination of STEM Product-Performance Levels and Opinions of Seventh Grade Students
    AVES YAYINCILIK A.Ş. ; 2021
    In:  Hayef: Journal of Education Vol. 18, No. 2 ( 2021-06-22), p. 220-253
    Details
    In: Hayef: Journal of Education, AVES YAYINCILIK A.Ş., Vol. 18, No. 2 ( 2021-06-22), p. 220-253
    Type of Medium: Online Resource
    ISSN: 2602-4829
    URL: Issue
    URL: Journal
    URL: Article
    DOI: 10.5152/hayef.2021
    DOI: 10.5152/hayef
    DOI: 10.5152/hayef.2021.20039
    Language: Unknown
    Publisher: AVES YAYINCILIK A.Ş.
    Publication Date: 2021
    detail.hit.zdb_id: 3023797-X
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  • 3
    Online Resource
    Online Resource
    Effect of Inquiry and Argumentation-Based Education on Argumentation, Inquiry and Science Process Skills
    Pamukkale University ; 2023
    In:  Pamukkale University Journal of Education
    Details
    In: Pamukkale University Journal of Education, Pamukkale University
    Abstract: The purpose of this study is to decide the influence of argumentation-based and inquiry-based science education on undergraduate students' argumentation skills, inquiry skills and scientific process skills. To decide the influence of independent variables (argumentation and inquiry-based activities) on dependent variables (argumentation skill, inquiry skill and scientific process skill) for the aim of the study, the pretest-posttest control group design, which is a quasi-experimental design, was used. Forty-eight science-teaching department students who took the science education laboratory applications course, randomly assigned to the experiment and control groups, participated in the study. The argumentation and inquiry-based science education application, the effect of which was wanted to be examined on the experimental and control groups, was applied by making counterbalanced design in order to create equal conditions for both groups in order to control the ordering effect. Collected data were analyzed by t-test and single-factor ANOVA for repeated measures. In conclusion, only the argumentation activities significantly differentiated the argumentation skills, and the inquiry activities statistically significantly differentiated the inquiry skills, regardless of the order and group of implementations. It was concluded that science process skills differed statistically significantly after both argumentation and inquiry-based activities, regardless of the order of implementation.
    Type of Medium: Online Resource
    ISSN: 1301-0085
    URL: Article
    DOI: 10.9779/pauefd.1073144
    Language: Turkish
    Publisher: Pamukkale University
    Publication Date: 2023
    detail.hit.zdb_id: 2504593-3
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  • 4
    Online Resource
    Online Resource
    Fen Bilgisi Öğretmen Adaylarının Argümantasyon Temelli Fen Derslerinin İncelenmesi: Eylem Araştırması
    Elementary Education Online ; 2017
    In:  İlköğretim Online Vol. 16, No. 1 ( 2017-01-01)
    Details
    In: İlköğretim Online, Elementary Education Online, Vol. 16, No. 1 ( 2017-01-01)
    Type of Medium: Online Resource
    ISSN: 1305-3515
    URL: Article
    DOI: 10.17051/io.2017.79802
    Language: Unknown
    Publisher: Elementary Education Online
    Publication Date: 2017
    detail.hit.zdb_id: 2141521-3
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  • 5
    Online Resource
    Online Resource
    Did “Let's Learn Astronomy, Explore The Space Summer Camp” Change The Students’ Conceptual Knowledge About Astronomy?
    Kastamonu Egitim Dergisi ; 2018
    In:  Kastamonu Eğitim Dergisi Vol. 26, No. 2 ( 2018-03-15), p. 523-533
    Details
    In: Kastamonu Eğitim Dergisi, Kastamonu Egitim Dergisi, Vol. 26, No. 2 ( 2018-03-15), p. 523-533
    Abstract: The aim of this study is to investigate effects of “Let’s learn astronomy, explore the space II” summer camp on middle school students’ knowledge about Earth and Universe by using Earth and Universe concept questions. Also, it is determined that how development of students’ social skills and values was influenced during this summer camp. 60 middle school students participated in the study. 21 activities about astronomy were put into practice with the students during the camp. Earth and universe concept questionnaire were used as pre-test and post-test. After AÖUK science camp, public school students’ conceptual understanding of Earth and Universe coming from the schools under Ministry of National Education changed significantly. As part of this change, although there is an increase of the disadvantaged students’ conceptual understanding about Earth and Universe, who are living in Sevgi houses, it is resulted that this change is no statistically significant.  However, as a result of the analysis of quantitative and qualitative data including the interviews with students, it was seen that the students in both groups were left from AÖUK camp by obtaining the significant learning outcomes.
    Type of Medium: Online Resource
    ISSN: 2147-9844
    URL: Article
    DOI: 10.24106/kefdergi.389816
    Language: Unknown
    Publisher: Kastamonu Egitim Dergisi
    Publication Date: 2018
    detail.hit.zdb_id: 2978170-X
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  • 6
    Online Resource
    Online Resource
    An Interdisciplinary Renewable Energy Education: Investigating the Influence of STEM Activities on Perception, Attitude, and Behavior
    Universitas Pendidikan Indonesia (UPI) ; 2022
    In:  Journal of Science Learning Vol. 5, No. 2 ( 2022-07-27), p. 373-385
    Details
    In: Journal of Science Learning, Universitas Pendidikan Indonesia (UPI), Vol. 5, No. 2 ( 2022-07-27), p. 373-385
    Abstract: The study aimed to examine the effects of design-based STEM activities developed for renewable energy sources on science teacher candidates' perceptions, attitudes, and behavioral orientations. The one-group pretest-posttest design was used. The participants comprised 40 second-grade teacher candidates studying at a public university, and the study lasted for 14 weeks. The data were collected using a renewable energy perception scale, renewable energy sources attitude scale, sustainable consumption behavior scale, and STEM product-performance observation form. The results demonstrated that design-based STEM activities towards renewable energy sources enhanced teacher candidates' perception, attitude, and behavior toward renewable energy sources. However, there was no statistically significant increase in the unneeded consumption sub-dimension of the sustainable consumption behavior scale and the renewable energy-environment relationship sub-dimension of the renewable energy perception scale.
    Type of Medium: Online Resource
    ISSN: 2614-6568
    URL: Issue
    URL: Article
    DOI: 10.17509/jsl.v5i2
    DOI: 10.17509/jsl.v5i2.41864
    Language: Unknown
    Publisher: Universitas Pendidikan Indonesia (UPI)
    Publication Date: 2022
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  • 7
    Online Resource
    Online Resource
    The Effects of STEM-Based Alternative Energy Activities on STEM Teaching Intention and Attitude
    International Journal of Educational Researchers ; 2022
    In:  e-International Journal of Educational Research
    Details
    In: e-International Journal of Educational Research, International Journal of Educational Researchers
    Type of Medium: Online Resource
    ISSN: 1309-6265
    URL: Article
    DOI: 10.19160/e-ijer.1072141
    Language: Turkish
    Publisher: International Journal of Educational Researchers
    Publication Date: 2022
    detail.hit.zdb_id: 2582762-5
    SSG: 5,3
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  • 8
    Online Resource
    Online Resource
    Adaptation of Test of Scientific Argumentation into Turkish
    Necatibey Faculty of Education Electronics Journal of Science and Mathematics Education ; 2018
    In:  Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi Vol. 12, No. 1 ( 2018-06-30), p. 228-248
    Details
    In: Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, Necatibey Faculty of Education Electronics Journal of Science and Mathematics Education, Vol. 12, No. 1 ( 2018-06-30), p. 228-248
    Abstract: The purpose of this study was to adapt test of scientific argumentation, developed by Frey, Ellis, Bulgren, Hare & amp; Ault (2015). 222 undergraduate students studied at Science education department, 350 high school students and 321 middle school students was participated in this study. Reliability KR-20 value of adapted test was .78 for undergraduate students, .68 for high school students and .74 for middle school students. Results of test and item analysis showed that item discrimination indexes of 29-item test of Scientific Argumentation varies between .21 and .60 for undergraduate students. Item difficulty indexes of 29-item test vary between .31 and .85 for undergraduate students. Results of test and item analysis showed that item discrimination indexes of 28-item test of Scientific Argumentation varies between .19 and .49 for high school students. Item difficulty indexes of 28-item test vary between .35 and .92 for high school students. Results of test and item analysis showed that item discrimination indexes of 30-item test of Scientific Argumentation varies between .21 and .61 for middle school & nbsp; students. Item difficulty indexes of 30-item test vary between .33 and .76 for middle school students. In the light of these results, reliable and valid test of scientific argumentation was adapted into Turkish for undergraduate students, high school students and middle school students.
    Type of Medium: Online Resource
    ISSN: 1307-6086
    URL: Article
    DOI: 10.17522/balikesirnef.437747
    Language: Unknown
    Publisher: Necatibey Faculty of Education Electronics Journal of Science and Mathematics Education
    Publication Date: 2018
    detail.hit.zdb_id: 2817381-8
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  • 9
    Online Resource
    Online Resource
    STEM ALANLARINA VE ÖĞRETİMİNE YÖNELİK TUTUMLARI İNCELEYEN MODEL ÇALIŞMASI
    Abant Izzet Baysal Universitesi Egitim Fakultesi Dergisi ; 2020
    In:  Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol. 20, No. 2 ( 2020-06-02), p. 1145-1160
    Details
    In: Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, Abant Izzet Baysal Universitesi Egitim Fakultesi Dergisi, Vol. 20, No. 2 ( 2020-06-02), p. 1145-1160
    Abstract: Bu çalışmada fen bilimleri öğretmen adaylarının STEM alanlarına yönelik tutumları ile STEM öğretimine yönelik bakış açısı, özgüven ve amaçları arasındaki ilişkinin incelenmesi amaçlanmıştır. Bu çalışmanın örneklemi 2018-2019 bahar döneminde Ege Bölgesindeki devlet üniversitelerinin fen bilimleri eğitimi anabilim dalında eğitim gören 489 üçüncü ve dördüncü sınıf öğrencileri rastgele seçilerek oluşturulmuştur. Bu çalışmada veri toplamak için daha önce yazarlar tarafından geliştirilen STEM alanlarına yönelik tutum ve STEM öğretimine yönelik tutum ölçekleri kullanılmıştır (Keleş, Kiremit ve Aktamış, 2017). Öğretmen adaylarının STEM’e yönelik tutumlarının STEM öğretimine yönelik tutumlarını nasıl etkilediğini belirlemek için LISREL 8.30 (Jöreskog ve Sörbom, 2006) programı SIMPLIS komut diliyle kullanılarak ve “en yüksek olabilirlik” metodu kullanılarak yol analizi yapılmıştır. Analizler sonucunda, STEM öğretimine yönelik özgüven tutumlarının fene yönelik tutum, teknolojiye yönelik tutum, matematiğe yönelik tutum ve mühendisliğe yönelik tutum ile direkt olarak pozitif yönde anlamlı ilişki gösterdiği bulunmuştur. STEM öğretimine yönelik bakış açısının ise fene yönelik tutum ve matematiğe yönelik tutum ile direkt olarak pozitif yönde anlamlı ilişkili olduğu bulunmuştur. STEM öğretimine yönelik amaçlarının STEM öğretimine yönelik özgüven tutum ve STEM öğretimine yönelik bakış açısı ile direkt olarak pozitif yönde anlamlı ilişkili olduğu sonucuna ulaşılmıştır. STEM öğretimine yönelik amaçlarının fene yönelik tutum, teknolojiye yönelik tutum, matematiğe yönelik tutum ve mühendisliğe yönelik tutum ile dolaylı olarak pozitif yönde anlamlı ilişkili olduğu sonucuna ulaşılmıştır. STEM eğitiminin sınıf içerisinde başarılı şekilde uygulanabilmesi, öğretmenlerin bu alanlara yönelik duyuşsal durumlarına da bağlıdır. Bu nedenle onların STEM öğretimine yönelik amaçlarını arttırmaya yönelik araştırmaların yapılması önemlidir.
    Type of Medium: Online Resource
    ISSN: 1303-0493
    URL: Article
    DOI: 10.17240/aibuefd.2020..-648229
    Language: Unknown
    Publisher: Abant Izzet Baysal Universitesi Egitim Fakultesi Dergisi
    Publication Date: 2020
    detail.hit.zdb_id: 2787023-6
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  • 10
    Online Resource
    Online Resource
    Turkish pre-service science teachers' awareness, beliefs, values, and behaviours pertinent to climate change
    Informa UK Limited ; 2017
    In:  International Research in Geographical and Environmental Education Vol. 26, No. 3 ( 2017-07-03), p. 253-263
    Details
    In: International Research in Geographical and Environmental Education, Informa UK Limited, Vol. 26, No. 3 ( 2017-07-03), p. 253-263
    Type of Medium: Online Resource
    ISSN: 1038-2046 , 1747-7611
    URL: Article
    DOI: 10.1080/10382046.2017.1330040
    Language: English
    Publisher: Informa UK Limited
    Publication Date: 2017
    detail.hit.zdb_id: 1497979-2
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