Bu çalışmanın amacı, dokuzuncu sınıf öğrencilerinin devirli ondalık gösterimle ilgili kavram yanılgılarını belirlemektir. Çalışmanın amacı doğrultusunda kavram yanılgısı türleri göz önüne alınarak devirli ondalık gösterim ilgili olası kavram yanılgılarına yönelik açık uçlu sorular içeren "Devirli Ondalık Gösterim Tanı Testi" hazırlanmış ve dokuzuncu sınıfta okuyan kırk öğrenciye uygulanmıştır. Öğrencilerden alınan yanıtlar detaylı olarak incelenerek öğrencilerin kavram yanılgıları aşırı genelleme, aşırı özelleme, yanlış tercüme ve kısıtlı algılama kategorilerine göre irdelenmiştir. Öğrenciler rasyonel sayılar alt öğrenme alanının bir parçası olan "devirli ondalık gösterim" ile ilgili 6, 7, 8 ve 9. sınıflarda deneyim yaşamaktadırlar. Buna rağmen, bu çalışmanın bulguları öğrencilerin dokuzuncu sınıfta bile bu konu hakkında yaygın kavram yanılgılarına sahip olduklarını göstermektedir. Sonuçlar, dokuzuncu sınıf öğrencilerinin devirli ondalık sayılarla ilgili aşırı genelleme, yanlış tecrübe ve kısıtlı algılama türlerinde kavram yanılgılarına sahip olduklarını göstermektedir.
The aim of this research is to introduce an interdisciplinary project about air pollution that is organized and applied for Community Service Practice Course. In order to organize this project 32 pre-service primary school teachers and 120 students' awareness toward air pollution (4th grade) have been determined through The Air Pollution Awareness Questionnaire. The results obtained from the needs analysis indicate that learning environments need to be designed that focus on fundamental concepts, causes-effects, future situation and precautions in order to increase air pollution awareness. To achieve an interdisciplinary approach, a two stage learning environment has been designed by relating these focus points with Turkish, Social Studies, Science, Mathematics and Public Administration disciplines respectively. These two stages are preparing the discipline-based course plans and materials; and carrying out the interdisciplinary plans with students by pre-service teachers. In this article, the design, development and implementation process of this learning environment are presented in detail. As a result of this research, a roadmap for how to deal with the Community Service Practices Course in an interdisciplinary manner has been established. Keywords:Interdisciplinary approach, Air pollution awareness, Community service practices course. Hava Kirliliği Farkındalığı Geliştirme IntroductionTeachers are the most important element of the education system that affects the society. Due to their roles and responsibilities such as integrating with the society, being a leader in the society; teachers should receive necessary training that empowers these qualities before they begin their profession. It is also essential that they acquire enough experience during these trainings (Çetin & Sönmez, 2009). Community Service Practices Course (CSPC), which is a mandatory course taught in the departments of education throughout the universities in Turkey, is a medium in which teachers can acquire these experiences (Gökçe, 2012). Similar practices also exist in various other countries and these courses are not only conducted within the scope of teacher education (Beldağ, Yaylacı, Gök & İpek, 2015). For example, there is a program named Service-Learning in the United States that include all students from K-12 to university (Barton, 2000). Service Learning is based on the importance of "experience" as given by John Dewey (Giles & Eyler, 1994;You & Rud, 2010). Within the scope of teacher education, Service Learning is regarded as acquiring experience on complex social problems, developing social skills, and familiarizing with social culture and values by pre-service and in-service teachers (Barton, 2000).CSPC includes participation as speakers or organizers in scientific events such as seminars, panels etc. about the importance of community service, determining the social problems, designing projects for the purpose of solving these problems, and social issues (Council of Higher Education [CoHH], 2006). This course aims not only to...
The aim of this study was to determine the strategies teachers offer to provide students with experience solving problems in the classroom. A total of 15 secondary school teachers serving in secondary schools were observed through 10 classes each, with no emphasis on the topics covered and grade levels taught. The researcher observing the classes performed a descriptive analysis of the problem-solving processes employed by the teachers through the lens of a series of known problem-solving strategies. The study revealed that the teachers employed a number of strategies as part of the q1problem-solving process. However, it was observed that the rate of application of strategies was rather low, even though specific strategies were nominally employed by the teachers. The study revealed that the strategy most frequently employed by the teachers during the problem-solving process was adopting a different point of view, while the strategy of making a drawing was also frequently applied. Moreover, the teachers employed the strategies of intelligent guessing and testing, working backwards, finding a pattern, solving a simpler analogous problem, and considering extreme cases, but with lesser frequency. On the other hand, the strategy of organizing data was not used by any of the teachers.
The main purpose of the study was to investigate a) the self-efficacy level of learners of English as a foreign language (EFL) in the process of learning English, b) whether their selfefficacy levels differ according to variables, such as proficiency levels and gender. It also targets c) to explore how self-efficient EFL learners are in terms of listening, reading, writing, and speaking skills. In addition, the study also aims at d) investigating whether there is a relationship between the self-efficacy level of Turkish EFL learners and their academic achievement. The setting of the study is a preparatory program. This study was implemented with 525 students enrolled at a state university in Turkey and carried out during the spring semester of the 2016-2017 academic year. The study followed a mixed-method design; first, quantitative data was collected through a questionnaire, "Questionnaire of English Selfefficacy", developed by Açıkel (2011) and adapted by the researcher. The results of the questionnaire were analysed via Statistical Package for the Social Sciences (SPSS) 22.0. Secondly, semi-structured interviews, whose protocol was developed by the researcher, with randomly selected 24 participants were carried out to assist the quantitative data with the qualitative one.
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